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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Teaching EFL</h1><div class="u-tcGrayDark">40,361 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Teaching EFL</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Teaching_EFL">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_EFL/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_EFL/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_EFL/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Teaching_EFL">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51137799" data-work_id="51137799" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51137799/%C3%87elik_S_2021_Culture_and_language_instruction_Does_Turkeys_EFL_curriculum_do_enough_to_support_intercultural_awareness_International_Journal_of_Curriculum_and_Instruction_13_3_3443_3463">Çelik, S. (2021). Culture and language instruction: Does Turkey's EFL curriculum do enough to support intercultural awareness? International Journal of Curriculum and Instruction, 13(3), 3443–3463.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The need to address culture in the language learning process has been emphasized as a means to promote both intercultural awareness and communicative language curricula. In countries such as Turkey, this has been an ongoing concern in the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51137799" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The need to address culture in the language learning process has been emphasized as a means to promote both intercultural awareness and communicative language curricula. In countries such as Turkey, this has been an ongoing concern in the context of English as a foreign language (EFL) education. Thus, attempts have been made to enhance the cultural aspect of EFL learning in Turkey with the current English language curricula for elementary and high schools. To determine whether these curricula truly address culture in ways that support intercultural awareness, the researcher conducted a content analysis of the learning outcomes and objectives for each grade level, focusing on the curricula developed in 2013 and 2014 respectively for elementary and high school, as well as the program updates introduced in 2017 and 2018. The culture-related objectives and outcomes including products, practices, perspectives and persons relating to native Englishspeaking and international cultures were identified, and the total numbers of culture-oriented outcomes and objectives were recorded and analyzed. The findings indicate that culture-related outcomes and objectives were highly limited in number; and they mainly addressed superficial aspects of culture such as names of countries/languages, foods and traditional costumes. Abstract and complex topics such as pragmatics, beliefs, and worldviews were largely ignored. Moreover, while the updated programs of 2017 and 2018 were intended to improve on the 2013 and 2014 versions, little was accomplished in this regard. As such, the findings suggest that current EFL curricula are unlikely to support the development of intercultural awareness in language learners. Some recommendations for addressing this issue are offered.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51137799" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c1b263c32bac6bbe755041e4b8e3bf5a" rel="nofollow" data-download="{"attachment_id":68978758,"asset_id":51137799,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68978758/download_file?st=MTczMzAzNzc2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="415332" href="https://trabzon.academia.edu/ServetCelik">Servet Celik</a><script data-card-contents-for-user="415332" type="text/json">{"id":415332,"first_name":"Servet","last_name":"Celik","domain_name":"trabzon","page_name":"ServetCelik","display_name":"Servet Celik","profile_url":"https://trabzon.academia.edu/ServetCelik?f_ri=33269","photo":"https://0.academia-photos.com/415332/163459/38236045/s65_servet.celik.png"}</script></span></span></li><li class="js-paper-rank-work_51137799 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51137799"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51137799, container: ".js-paper-rank-work_51137799", }); 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To determine whether these curricula truly address culture in ways that support intercultural awareness, the researcher conducted a content analysis of the learning outcomes and objectives for each grade level, focusing on the curricula developed in 2013 and 2014 respectively for elementary and high school, as well as the program updates introduced in 2017 and 2018. The culture-related objectives and outcomes including products, practices, perspectives and persons relating to native Englishspeaking and international cultures were identified, and the total numbers of culture-oriented outcomes and objectives were recorded and analyzed. The findings indicate that culture-related outcomes and objectives were highly limited in number; and they mainly addressed superficial aspects of culture such as names of countries/languages, foods and traditional costumes. Abstract and complex topics such as pragmatics, beliefs, and worldviews were largely ignored. Moreover, while the updated programs of 2017 and 2018 were intended to improve on the 2013 and 2014 versions, little was accomplished in this regard. As such, the findings suggest that current EFL curricula are unlikely to support the development of intercultural awareness in language learners. Some recommendations for addressing this issue are offered.","downloadable_attachments":[{"id":68978758,"asset_id":51137799,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":415332,"first_name":"Servet","last_name":"Celik","domain_name":"trabzon","page_name":"ServetCelik","display_name":"Servet Celik","profile_url":"https://trabzon.academia.edu/ServetCelik?f_ri=33269","photo":"https://0.academia-photos.com/415332/163459/38236045/s65_servet.celik.png"}],"research_interests":[{"id":930,"name":"Intercultural Communication","url":"https://www.academia.edu/Documents/in/Intercultural_Communication?f_ri=33269","nofollow":false},{"id":1007,"name":"Teaching English as a Second 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Literature","url":"https://www.academia.edu/Documents/in/Integrating_All_Language_Skills_Through_Literature?f_ri=33269"},{"id":873589,"name":"A Comprehensive Approach to Language Teaching","url":"https://www.academia.edu/Documents/in/A_Comprehensive_Approach_to_Language_Teaching?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16758945" data-work_id="16758945" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16758945/The_Expanding_Circle_of_English_Use_in_Egypt">The Expanding Circle of English Use in Egypt</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper examines the use of English in the Republic of Egypt, both as it exists in terms of a language for engagement with the world community, as well as how it interacts with the three dominant forms of Arabic in the country... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16758945" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper examines the use of English in the Republic of Egypt, both as it exists in terms of a language for engagement with the world community, as well as how it interacts with the three dominant forms of Arabic in the country (Classical Arabic or CA, Modern Standard Arabic or MSA, and Egyptian Arabic or EA).  The role of English historically, presently, and specifically in light of the Revolution of 2011 is examined.  Additionally, considerations of global Internet usage and social media integration are examined.<br /> <br />Keywords: classical Arabic, modern standard Arabic, Egyptian Arabic, English in Egypt</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16758945" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="de729729e8792b16ebf6e4f6bbee34ad" rel="nofollow" data-download="{"attachment_id":39167845,"asset_id":16758945,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39167845/download_file?st=MTczMzAzNzc2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa 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data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a>, <script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="545093" href="https://www.academia.edu/Documents/in/ESL_EFL_Writing">ESL/EFL Writing</a>, <script data-card-contents-for-ri="545093" type="text/json">{"id":545093,"name":"ESL/EFL Writing","url":"https://www.academia.edu/Documents/in/ESL_EFL_Writing?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="827606" href="https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_">English As a Second Language (ESL)</a><script data-card-contents-for-ri="827606" type="text/json">{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16758945]'), work: {"id":16758945,"title":"The Expanding Circle of English Use in Egypt","created_at":"2015-10-13T21:12:46.611-07:00","url":"https://www.academia.edu/16758945/The_Expanding_Circle_of_English_Use_in_Egypt?f_ri=33269","dom_id":"work_16758945","summary":"This paper examines the use of English in the Republic of Egypt, both as it exists in terms of a language for engagement with the world community, as well as how it interacts with the three dominant forms of Arabic in the country (Classical Arabic or CA, Modern Standard Arabic or MSA, and Egyptian Arabic or EA). The role of English historically, presently, and specifically in light of the Revolution of 2011 is examined. Additionally, considerations of global Internet usage and social media integration are examined.\n\t\nKeywords: classical Arabic, modern standard Arabic, Egyptian Arabic, English in Egypt","downloadable_attachments":[{"id":39167845,"asset_id":16758945,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7108601,"first_name":"Mark","last_name":"Poese","domain_name":"seattleu","page_name":"MarkPoese","display_name":"Mark Poese","profile_url":"https://seattleu.academia.edu/MarkPoese?f_ri=33269","photo":"https://gravatar.com/avatar/e7ed26919b33f9810582a988e9fcb5bd?s=65"}],"research_interests":[{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false},{"id":545093,"name":"ESL/EFL Writing","url":"https://www.academia.edu/Documents/in/ESL_EFL_Writing?f_ri=33269","nofollow":false},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43749480" data-work_id="43749480" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43749480/Creating_an_Inclusive_Online_Class_for_Students_With_Disabilities">Creating an Inclusive Online Class for Students With Disabilities</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43749480" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1407dafa4e56b2fe4fdea9e3ddbc4e26" rel="nofollow" data-download="{"attachment_id":64060891,"asset_id":43749480,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64060891/download_file?st=MTczMzAzNzc2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="55038362" href="https://sophia.academia.edu/DaveyYoung">Davey Young</a><script data-card-contents-for-user="55038362" type="text/json">{"id":55038362,"first_name":"Davey","last_name":"Young","domain_name":"sophia","page_name":"DaveyYoung","display_name":"Davey Young","profile_url":"https://sophia.academia.edu/DaveyYoung?f_ri=33269","photo":"https://0.academia-photos.com/55038362/14512988/77504235/s65_davey.young.jpg"}</script></span></span></li><li class="js-paper-rank-work_43749480 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43749480"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43749480, container: ".js-paper-rank-work_43749480", }); 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$(".js-view-count[data-work-id=43749480]").text(description); $(".js-view-count-work_43749480").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43749480").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43749480"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4763" href="https://www.academia.edu/Documents/in/Online_Instruction">Online Instruction</a>, <script data-card-contents-for-ri="4763" type="text/json">{"id":4763,"name":"Online Instruction","url":"https://www.academia.edu/Documents/in/Online_Instruction?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18512" href="https://www.academia.edu/Documents/in/Inclusive_Education">Inclusive Education</a><script data-card-contents-for-ri="18512" type="text/json">{"id":18512,"name":"Inclusive Education","url":"https://www.academia.edu/Documents/in/Inclusive_Education?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43749480]'), work: {"id":43749480,"title":"Creating an Inclusive Online Class for Students With Disabilities","created_at":"2020-07-30T17:34:24.473-07:00","url":"https://www.academia.edu/43749480/Creating_an_Inclusive_Online_Class_for_Students_With_Disabilities?f_ri=33269","dom_id":"work_43749480","summary":null,"downloadable_attachments":[{"id":64060891,"asset_id":43749480,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":55038362,"first_name":"Davey","last_name":"Young","domain_name":"sophia","page_name":"DaveyYoung","display_name":"Davey Young","profile_url":"https://sophia.academia.edu/DaveyYoung?f_ri=33269","photo":"https://0.academia-photos.com/55038362/14512988/77504235/s65_davey.young.jpg"}],"research_interests":[{"id":4763,"name":"Online Instruction","url":"https://www.academia.edu/Documents/in/Online_Instruction?f_ri=33269","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=33269","nofollow":false},{"id":18512,"name":"Inclusive Education","url":"https://www.academia.edu/Documents/in/Inclusive_Education?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269"},{"id":130330,"name":"Special Education Needs and Inclusive Practice","url":"https://www.academia.edu/Documents/in/Special_Education_Needs_and_Inclusive_Practice?f_ri=33269"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70284426" data-work_id="70284426" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70284426/The_Role_of_Foreign_Language_Learning_in_Metaphor_Identification_An_Experimental_Study">The Role of Foreign Language Learning in Metaphor Identification: An Experimental Study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The paper endeavors to investigate the conceptual metaphor awareness via a psycholinguistic experiment done by Serbian grammar school and EFL students. The analysis is carried to determine the extent to which the students are aware of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_70284426" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The paper endeavors to investigate the conceptual metaphor awareness via a psycholinguistic experiment done by Serbian grammar school and EFL students. The analysis is carried to determine the extent to which the students are aware of the differences between metaphor identification processes in the two languages and whether, in an attempt to offer satisfactory solutions, they resort to applying the mother tongue knowledge in case of not being able to interpret foreign language metaphors. The psycholinguistic experiment conducted in this research is composed of 28 metaphorical and non-metaphorical sentences in Serbian and English taken from the available corpora. The experiment was conducted by presenting the participants with equal stimuli,, where they were supposed to determine whether there is metaphorical content present in the sentences or not. In the final section of the research the results of the two analyses are compared to reveal that the assumptions we set off with were mo...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70284426" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d539a5d716abd2c75994a533ea0b0a1e" rel="nofollow" data-download="{"attachment_id":80102917,"asset_id":70284426,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80102917/download_file?st=MTczMzAzNzc2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12277685" href="https://sh.academia.edu/DusanStamenkovic">Dusan Stamenkovic</a><script data-card-contents-for-user="12277685" type="text/json">{"id":12277685,"first_name":"Dusan","last_name":"Stamenkovic","domain_name":"sh","page_name":"DusanStamenkovic","display_name":"Dusan Stamenkovic","profile_url":"https://sh.academia.edu/DusanStamenkovic?f_ri=33269","photo":"https://0.academia-photos.com/12277685/3523519/114619825/s65_dusan.stamenkovic.jpg"}</script></span></span></li><li class="js-paper-rank-work_70284426 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70284426"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70284426, container: ".js-paper-rank-work_70284426", }); 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$(".js-view-count[data-work-id=70284426]").text(description); $(".js-view-count-work_70284426").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_70284426").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="70284426"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="11712" href="https://www.academia.edu/Documents/in/Metaphor">Metaphor</a>, <script data-card-contents-for-ri="11712" type="text/json">{"id":11712,"name":"Metaphor","url":"https://www.academia.edu/Documents/in/Metaphor?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="13297" href="https://www.academia.edu/Documents/in/Cognitive_Linguistics">Cognitive Linguistics</a><script data-card-contents-for-ri="13297" type="text/json">{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=70284426]'), work: {"id":70284426,"title":"The Role of Foreign Language Learning in Metaphor Identification: An Experimental Study","created_at":"2022-02-02T13:47:53.515-08:00","url":"https://www.academia.edu/70284426/The_Role_of_Foreign_Language_Learning_in_Metaphor_Identification_An_Experimental_Study?f_ri=33269","dom_id":"work_70284426","summary":"The paper endeavors to investigate the conceptual metaphor awareness via a psycholinguistic experiment done by Serbian grammar school and EFL students. The analysis is carried to determine the extent to which the students are aware of the differences between metaphor identification processes in the two languages and whether, in an attempt to offer satisfactory solutions, they resort to applying the mother tongue knowledge in case of not being able to interpret foreign language metaphors. The psycholinguistic experiment conducted in this research is composed of 28 metaphorical and non-metaphorical sentences in Serbian and English taken from the available corpora. The experiment was conducted by presenting the participants with equal stimuli,, where they were supposed to determine whether there is metaphorical content present in the sentences or not. In the final section of the research the results of the two analyses are compared to reveal that the assumptions we set off with were mo...","downloadable_attachments":[{"id":80102917,"asset_id":70284426,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12277685,"first_name":"Dusan","last_name":"Stamenkovic","domain_name":"sh","page_name":"DusanStamenkovic","display_name":"Dusan Stamenkovic","profile_url":"https://sh.academia.edu/DusanStamenkovic?f_ri=33269","photo":"https://0.academia-photos.com/12277685/3523519/114619825/s65_dusan.stamenkovic.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=33269","nofollow":false},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=33269","nofollow":false},{"id":11712,"name":"Metaphor","url":"https://www.academia.edu/Documents/in/Metaphor?f_ri=33269","nofollow":false},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_68222521" data-work_id="68222521" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/68222521/The_Effects_of_Student_Teams_Achievement_Division_STAD_on_Motivation_of_Saudi_EFL_Adult_Learners">The Effects of Student Teams Achievement Division (STAD) on Motivation of Saudi EFL Adult Learners</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Students Teams Achievement Division (STAD) is a cooperative learning strategy in which learners work in heterogeneous groups to achieve a common goal. It has been widely used in teaching different subject areas under different settings.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_68222521" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Students Teams Achievement Division (STAD) is a cooperative learning strategy in which learners work in heterogeneous groups to achieve a common goal. It has been widely used in teaching different subject areas under different settings. This study aimed at investigating the effects of STAD on motivation of Saudi EFL learners. Two intact groups of 1st semester students were selected. One group worked as the experimental group and the other one as the control group. A questionnaire was administered to both groups at the beginning of the semester. The experimental group was taught with STAD whereas the control group was taught with the traditional whole class teacher-fronted method. The treatment was administered for two weeks. The same questionnaire was re-administered after the treatment. The data was analyzed using independent samples t-test. Findings revealed that there was no significant difference (p = 0.36 &gt; 0.05) between the experimental and the control groups in terms of mo...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/68222521" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="35002f1f1e48d04c254a6aea2b3173d8" rel="nofollow" data-download="{"attachment_id":78776480,"asset_id":68222521,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78776480/download_file?st=MTczMzAzNzc2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8291910" href="https://independent.academia.edu/Faizkhan3">Muhammad Ishtiaq</a><script data-card-contents-for-user="8291910" type="text/json">{"id":8291910,"first_name":"Muhammad","last_name":"Ishtiaq","domain_name":"independent","page_name":"Faizkhan3","display_name":"Muhammad Ishtiaq","profile_url":"https://independent.academia.edu/Faizkhan3?f_ri=33269","photo":"https://0.academia-photos.com/8291910/2935987/43613782/s65_muhammad.ishtiaq.jpg"}</script></span></span></li><li class="js-paper-rank-work_68222521 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="68222521"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 68222521, container: ".js-paper-rank-work_68222521", }); });</script></li><li class="js-percentile-work_68222521 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68222521; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_68222521"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_68222521 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="68222521"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68222521; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68222521]").text(description); $(".js-view-count-work_68222521").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_68222521").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="68222521"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46406" href="https://www.academia.edu/Documents/in/Motivation">Motivation</a>, <script data-card-contents-for-ri="46406" type="text/json">{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="55439" href="https://www.academia.edu/Documents/in/Cooperative_Learning">Cooperative Learning</a><script data-card-contents-for-ri="55439" type="text/json">{"id":55439,"name":"Cooperative Learning","url":"https://www.academia.edu/Documents/in/Cooperative_Learning?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=68222521]'), work: {"id":68222521,"title":"The Effects of Student Teams Achievement Division (STAD) on Motivation of Saudi EFL Adult Learners","created_at":"2022-01-15T00:19:19.560-08:00","url":"https://www.academia.edu/68222521/The_Effects_of_Student_Teams_Achievement_Division_STAD_on_Motivation_of_Saudi_EFL_Adult_Learners?f_ri=33269","dom_id":"work_68222521","summary":"Students Teams Achievement Division (STAD) is a cooperative learning strategy in which learners work in heterogeneous groups to achieve a common goal. It has been widely used in teaching different subject areas under different settings. This study aimed at investigating the effects of STAD on motivation of Saudi EFL learners. Two intact groups of 1st semester students were selected. One group worked as the experimental group and the other one as the control group. A questionnaire was administered to both groups at the beginning of the semester. The experimental group was taught with STAD whereas the control group was taught with the traditional whole class teacher-fronted method. The treatment was administered for two weeks. The same questionnaire was re-administered after the treatment. The data was analyzed using independent samples t-test. Findings revealed that there was no significant difference (p = 0.36 \u0026gt; 0.05) between the experimental and the control groups in terms of mo...","downloadable_attachments":[{"id":78776480,"asset_id":68222521,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8291910,"first_name":"Muhammad","last_name":"Ishtiaq","domain_name":"independent","page_name":"Faizkhan3","display_name":"Muhammad Ishtiaq","profile_url":"https://independent.academia.edu/Faizkhan3?f_ri=33269","photo":"https://0.academia-photos.com/8291910/2935987/43613782/s65_muhammad.ishtiaq.jpg"}],"research_interests":[{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation?f_ri=33269","nofollow":false},{"id":55439,"name":"Cooperative Learning","url":"https://www.academia.edu/Documents/in/Cooperative_Learning?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27236551" data-work_id="27236551" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27236551/TESOL_Chile_2015_Assessing_the_Reading_Comprehension_Component_in_EFL_Coursebooks">TESOL Chile, 2015- Assessing the Reading Comprehension Component in EFL Coursebooks</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This presentation is based on a study conducted as part of my MA thesis requirement. The study itself is a qualitative analysis of the reading comprehension component in three EFL coursebooks currently being utilised in public and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27236551" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This presentation is based on a study conducted as part of my MA thesis requirement. The study itself is a qualitative analysis of the reading comprehension component in three EFL coursebooks currently being utilised in public and semi-public schools in Chile. Given the students’ poor performance in the SIMCE English test and the gulf between private and public schools, it is essential to determine whether the materials used in class provide effective reading comprehension practice that is in line with international standards. The literature review suggests that although several studies have been conducted in the field of reading comprehension, not enough local research has been carried out regarding materials’ assessment. <br />In order to provide a comprehensive outlook, the study was divided into two stages. The first part examines the reading comprehension component by sampling the Teens Club series and Global English 3 through content analysis. Authenticity, speech genres, types of tasks and reading strategy development were considered in the analysis.  Rivas’ chart (1999) was applied for classifying speech genres and authenticity. The reading comprehension strategies were coded according to the CEFR Handbook (2011), the guidelines provided in the Teachers’ book of the series, and the SIMCE’s Manual del Profesor (2014). In the second stage, an online survey was conducted to a sample of 33 EFL teachers familiar with the materials to gather their perceptions regarding the reading comprehension component and also to establish common links between the teachers’ perceptions and practice and the coursebooks’ strengths and weaknesses regarding reading comprehension practice. <br />The study reveals that the coursebooks favour- in general- semi-authentic texts which would suggest seem rather contradictory given that both the MINEDUC guidelines and the SIMCE’s Manual del Profesor, and the Teacher’s books advise teachers to use authentic materials. It could be argued that the tendency of using semi-authentic texts can be seen as an attempt to bridge the gap between authentic and non-authentic practice.  Although the speech genres are varied, the students are not exposed to all of them, in their day-to-day routine. The sampled material displays relatively similar types of tasks and although some cognitive strategies are prioritised, there is a progressive development according to the learners’ proficiency: from lower level processing in the Teens Club series to a higher level in Global English 3. On the other hand, the question whether metacognitive strategy awareness is adequately addressed is a question for further analysis as this would seem at least- at the beginning- the teacher’s role.<br /> The online survey yielded on average a low to medium level of satisfaction towards the sampled materials. Increasing reading strategy development accounted for one of the main teachers’ concerns as well as a lack of variety of tasks. In addition, it was found that the average of minutes allocated to reading comprehension per class accounted for a majority of 10-20 minutes (16%- 33%). The Marco Curricular (2009) states that the development of receptive skills should take up 80% of classroom time, it is evident that learners do not receive sufficient instructional time for improving their reading proficiency. Effective planning and adequate time allocation for reading instruction are extremely relevant for yielding positive results in reading proficiency development. Extensive reading seems critical in helping students become effective and autonomous readers and consolidating the little practice they gain in class. In addition, extensive reading will also expose learners to the little amount they would otherwise receive through solely coursebook exposure. <br />The study sheds light on the topic of reading comprehension in Chile and how this is approached by the current coursebooks provided by the Ministry of Education. Given the relevance that reading comprehension has in our daily life and how relevant it is for succeeding academically and professionally, both in L1 and L2, it is essential to identify which could be the sources of students’ poor reading comprehension scores in English as a foreign language. The evidence provided in this study will enable teachers and educationalists to improve practice and/ or develop policies that will remedy the current state of affairs. Further research is necessary in order to obtain more substantial information regarding teachers and students’ perceptions, as well as analysing how other components have an impact on the reading comprehension process.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27236551" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5429bbbc12e3c1e1976e947f4a6b7a51" rel="nofollow" data-download="{"attachment_id":47495611,"asset_id":27236551,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47495611/download_file?st=MTczMzAzNzc2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33438377" href="https://glos.academia.edu/MarianaRoccia">Mariana Roccia</a><script data-card-contents-for-user="33438377" type="text/json">{"id":33438377,"first_name":"Mariana","last_name":"Roccia","domain_name":"glos","page_name":"MarianaRoccia","display_name":"Mariana Roccia","profile_url":"https://glos.academia.edu/MarianaRoccia?f_ri=33269","photo":"https://0.academia-photos.com/33438377/9895540/36198833/s65_mariana.roccia.jpg"}</script></span></span></li><li class="js-paper-rank-work_27236551 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27236551"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27236551, container: ".js-paper-rank-work_27236551", }); });</script></li><li class="js-percentile-work_27236551 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27236551; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_27236551"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_27236551 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="27236551"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27236551; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27236551]").text(description); $(".js-view-count-work_27236551").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27236551").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="27236551"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="14622" href="https://www.academia.edu/Documents/in/EFL_coursebooks">EFL coursebooks</a>, <script data-card-contents-for-ri="14622" type="text/json">{"id":14622,"name":"EFL coursebooks","url":"https://www.academia.edu/Documents/in/EFL_coursebooks?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a>, <script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="113062" href="https://www.academia.edu/Documents/in/EFL_curriculum_development">EFL curriculum development</a><script data-card-contents-for-ri="113062" type="text/json">{"id":113062,"name":"EFL curriculum development","url":"https://www.academia.edu/Documents/in/EFL_curriculum_development?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27236551]'), work: {"id":27236551,"title":"TESOL Chile, 2015- Assessing the Reading Comprehension Component in EFL Coursebooks","created_at":"2016-07-25T02:00:44.026-07:00","url":"https://www.academia.edu/27236551/TESOL_Chile_2015_Assessing_the_Reading_Comprehension_Component_in_EFL_Coursebooks?f_ri=33269","dom_id":"work_27236551","summary":"This presentation is based on a study conducted as part of my MA thesis requirement. The study itself is a qualitative analysis of the reading comprehension component in three EFL coursebooks currently being utilised in public and semi-public schools in Chile. Given the students’ poor performance in the SIMCE English test and the gulf between private and public schools, it is essential to determine whether the materials used in class provide effective reading comprehension practice that is in line with international standards. The literature review suggests that although several studies have been conducted in the field of reading comprehension, not enough local research has been carried out regarding materials’ assessment. \nIn order to provide a comprehensive outlook, the study was divided into two stages. The first part examines the reading comprehension component by sampling the Teens Club series and Global English 3 through content analysis. Authenticity, speech genres, types of tasks and reading strategy development were considered in the analysis. Rivas’ chart (1999) was applied for classifying speech genres and authenticity. The reading comprehension strategies were coded according to the CEFR Handbook (2011), the guidelines provided in the Teachers’ book of the series, and the SIMCE’s Manual del Profesor (2014). In the second stage, an online survey was conducted to a sample of 33 EFL teachers familiar with the materials to gather their perceptions regarding the reading comprehension component and also to establish common links between the teachers’ perceptions and practice and the coursebooks’ strengths and weaknesses regarding reading comprehension practice. \nThe study reveals that the coursebooks favour- in general- semi-authentic texts which would suggest seem rather contradictory given that both the MINEDUC guidelines and the SIMCE’s Manual del Profesor, and the Teacher’s books advise teachers to use authentic materials. It could be argued that the tendency of using semi-authentic texts can be seen as an attempt to bridge the gap between authentic and non-authentic practice. Although the speech genres are varied, the students are not exposed to all of them, in their day-to-day routine. The sampled material displays relatively similar types of tasks and although some cognitive strategies are prioritised, there is a progressive development according to the learners’ proficiency: from lower level processing in the Teens Club series to a higher level in Global English 3. On the other hand, the question whether metacognitive strategy awareness is adequately addressed is a question for further analysis as this would seem at least- at the beginning- the teacher’s role.\n The online survey yielded on average a low to medium level of satisfaction towards the sampled materials. Increasing reading strategy development accounted for one of the main teachers’ concerns as well as a lack of variety of tasks. In addition, it was found that the average of minutes allocated to reading comprehension per class accounted for a majority of 10-20 minutes (16%- 33%). The Marco Curricular (2009) states that the development of receptive skills should take up 80% of classroom time, it is evident that learners do not receive sufficient instructional time for improving their reading proficiency. Effective planning and adequate time allocation for reading instruction are extremely relevant for yielding positive results in reading proficiency development. Extensive reading seems critical in helping students become effective and autonomous readers and consolidating the little practice they gain in class. In addition, extensive reading will also expose learners to the little amount they would otherwise receive through solely coursebook exposure. \nThe study sheds light on the topic of reading comprehension in Chile and how this is approached by the current coursebooks provided by the Ministry of Education. Given the relevance that reading comprehension has in our daily life and how relevant it is for succeeding academically and professionally, both in L1 and L2, it is essential to identify which could be the sources of students’ poor reading comprehension scores in English as a foreign language. The evidence provided in this study will enable teachers and educationalists to improve practice and/ or develop policies that will remedy the current state of affairs. Further research is necessary in order to obtain more substantial information regarding teachers and students’ perceptions, as well as analysing how other components have an impact on the reading comprehension process.","downloadable_attachments":[{"id":47495611,"asset_id":27236551,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33438377,"first_name":"Mariana","last_name":"Roccia","domain_name":"glos","page_name":"MarianaRoccia","display_name":"Mariana Roccia","profile_url":"https://glos.academia.edu/MarianaRoccia?f_ri=33269","photo":"https://0.academia-photos.com/33438377/9895540/36198833/s65_mariana.roccia.jpg"}],"research_interests":[{"id":14622,"name":"EFL coursebooks","url":"https://www.academia.edu/Documents/in/EFL_coursebooks?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false},{"id":113062,"name":"EFL curriculum development","url":"https://www.academia.edu/Documents/in/EFL_curriculum_development?f_ri=33269","nofollow":false},{"id":119855,"name":"Professional development of ESL/EFL teachers","url":"https://www.academia.edu/Documents/in/Professional_development_of_ESL_EFL_teachers?f_ri=33269"},{"id":150026,"name":"Teaching EFL and Teacher Training","url":"https://www.academia.edu/Documents/in/Teaching_EFL_and_Teacher_Training?f_ri=33269"},{"id":152239,"name":"EFL materials design","url":"https://www.academia.edu/Documents/in/EFL_materials_design?f_ri=33269"},{"id":377445,"name":"Chilean Education","url":"https://www.academia.edu/Documents/in/Chilean_Education?f_ri=33269"},{"id":505558,"name":"EFL textbooks","url":"https://www.academia.edu/Documents/in/EFL_textbooks?f_ri=33269"},{"id":993320,"name":"EFL Reading Comprehension","url":"https://www.academia.edu/Documents/in/EFL_Reading_Comprehension?f_ri=33269"},{"id":1357303,"name":"Teachers’ Perceptions","url":"https://www.academia.edu/Documents/in/Teachers_Perceptions-1?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80372101" data-work_id="80372101" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80372101/Native_and_Nonnative_Teachers_of_L2_Pronunciation_Effects_on_Learner_Performance">Native and Nonnative Teachers of L2 Pronunciation: Effects on Learner Performance</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Both native and nonnative language teachers often find pronunciation a difficult skill to teach because of inadequate training or uncertainty about the effectiveness of instruction. But nonnative language teachers may also see themselves... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80372101" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Both native and nonnative language teachers often find pronunciation a difficult skill to teach because of inadequate training or uncertainty about the effectiveness of instruction. But nonnative language teachers may also see themselves as inadequate models for pronunciation, leading to increased uncertainty about whether they should teach pronunciation (Golombek &amp; Jordan, 2005). Although studies have regularly shown that instruction is effective in promoting pronunciation improvement (Saito, 2012), it is not known if improvement depends on the native language of the instructor, nor if learners improve differently depending on whether their teacher is native or nonnative. This study investigated the effect of teachers&#39; first language on ratings of change in accentedness and comprehensibility. Learners in intact English classes were taught one class by a nonnative- and one by a native-English-speaking teacher. Each teacher taught the same pronunciation lessons over the course of 7 weeks. Results show that native listeners&#39; ratings of the students&#39; comprehensibility were similar for both teachers, despite many learners&#39; stated preference for native teachers. The results offer encouragement to nonnative teachers in teaching pronunciation, suggesting that, like other language skills, instruction on pronunciation skills is more dependent on knowledgeable teaching practices than on native pronunciation of the teacher.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80372101" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43993997" href="https://okstate.academia.edu/SLink">Stephanie Link</a><script data-card-contents-for-user="43993997" type="text/json">{"id":43993997,"first_name":"Stephanie","last_name":"Link","domain_name":"okstate","page_name":"SLink","display_name":"Stephanie Link","profile_url":"https://okstate.academia.edu/SLink?f_ri=33269","photo":"https://0.academia-photos.com/43993997/12800009/14218669/s65_stephanie.link.jpg"}</script></span></span></li><li class="js-paper-rank-work_80372101 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80372101"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80372101, container: ".js-paper-rank-work_80372101", }); });</script></li><li class="js-percentile-work_80372101 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80372101; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_80372101"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_80372101 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="80372101"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80372101; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80372101]").text(description); $(".js-view-count-work_80372101").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80372101").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80372101"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80372101]'), work: {"id":80372101,"title":"Native and Nonnative Teachers of L2 Pronunciation: Effects on Learner Performance","created_at":"2022-05-31T07:23:14.452-07:00","url":"https://www.academia.edu/80372101/Native_and_Nonnative_Teachers_of_L2_Pronunciation_Effects_on_Learner_Performance?f_ri=33269","dom_id":"work_80372101","summary":"Both native and nonnative language teachers often find pronunciation a difficult skill to teach because of inadequate training or uncertainty about the effectiveness of instruction. But nonnative language teachers may also see themselves as inadequate models for pronunciation, leading to increased uncertainty about whether they should teach pronunciation (Golombek \u0026amp; Jordan, 2005). Although studies have regularly shown that instruction is effective in promoting pronunciation improvement (Saito, 2012), it is not known if improvement depends on the native language of the instructor, nor if learners improve differently depending on whether their teacher is native or nonnative. This study investigated the effect of teachers\u0026#39; first language on ratings of change in accentedness and comprehensibility. Learners in intact English classes were taught one class by a nonnative- and one by a native-English-speaking teacher. Each teacher taught the same pronunciation lessons over the course of 7 weeks. Results show that native listeners\u0026#39; ratings of the students\u0026#39; comprehensibility were similar for both teachers, despite many learners\u0026#39; stated preference for native teachers. The results offer encouragement to nonnative teachers in teaching pronunciation, suggesting that, like other language skills, instruction on pronunciation skills is more dependent on knowledgeable teaching practices than on native pronunciation of the teacher.","downloadable_attachments":[],"ordered_authors":[{"id":43993997,"first_name":"Stephanie","last_name":"Link","domain_name":"okstate","page_name":"SLink","display_name":"Stephanie Link","profile_url":"https://okstate.academia.edu/SLink?f_ri=33269","photo":"https://0.academia-photos.com/43993997/12800009/14218669/s65_stephanie.link.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=33269","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=33269","nofollow":false},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=33269","nofollow":false},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=33269"},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=33269"},{"id":61225,"name":"ELT","url":"https://www.academia.edu/Documents/in/ELT?f_ri=33269"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269"},{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=33269"},{"id":104524,"name":"Pronunciation","url":"https://www.academia.edu/Documents/in/Pronunciation?f_ri=33269"},{"id":220841,"name":"English Pronunciation","url":"https://www.academia.edu/Documents/in/English_Pronunciation?f_ri=33269"},{"id":425902,"name":"English Spelling and Pronunciation","url":"https://www.academia.edu/Documents/in/English_Spelling_and_Pronunciation?f_ri=33269"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=33269"},{"id":528065,"name":"Discourse Intonation and Pronunciation of Speakers of English as an International Language","url":"https://www.academia.edu/Documents/in/Discourse_Intonation_and_Pronunciation_of_Speakers_of_English_as_an_International_Language?f_ri=33269"},{"id":620077,"name":"English Language Teaching","url":"https://www.academia.edu/Documents/in/English_Language_Teaching-1?f_ri=33269"},{"id":969558,"name":"Teaching English Pronunciation","url":"https://www.academia.edu/Documents/in/Teaching_English_Pronunciation?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66718628" data-work_id="66718628" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66718628/Preference_Consequentialism_An_Ethical_Proposal_to_Resolve_the_Writing_Error_Correction_Debate_in_EFL_Classroom">Preference Consequentialism: An Ethical Proposal to Resolve the Writing Error Correction Debate in EFL Classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Inspired by the recent trends in education towards learner autonomy with their emphasis on the interests and desires of the students, and borrowing ideas from philosophy (particularly ethics), the present study is an attempt to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66718628" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Inspired by the recent trends in education towards learner autonomy with their emphasis on the interests and desires of the students, and borrowing ideas from philosophy (particularly ethics), the present study is an attempt to investigate the discrepancy in the findings of the studies addressing error correction in L2 writing instruction, and suggest the (oft-neglected) students’ beliefs, interests and wants as what can point the way out of confusion. To this end, a questionnaire was developed and 56 advanced adult EFL learners were asked to complete the questionnaire. The opinions of 20 EFL teachers were also collected using another questionnaire. Twenty-three of the students and 13 of the teachers were then interviewed in an attempt to collect explanations for their answers in the questionnaires. The results indicated that all the learners wanted the errors in their writings to be corrected. About 90 percent of them believed that all the errors in their writings should be correct...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66718628" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5ba3f699f5363c05be93d5e2746f711c" rel="nofollow" data-download="{"attachment_id":77802151,"asset_id":66718628,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77802151/download_file?st=MTczMzAzNzc2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="165185" href="https://tums.academia.edu/EnayatAShabani">Enayat A. 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To this end, a questionnaire was developed and 56 advanced adult EFL learners were asked to complete the questionnaire. The opinions of 20 EFL teachers were also collected using another questionnaire. Twenty-three of the students and 13 of the teachers were then interviewed in an attempt to collect explanations for their answers in the questionnaires. The results indicated that all the learners wanted the errors in their writings to be corrected. About 90 percent of them believed that all the errors in their writings should be correct...","downloadable_attachments":[{"id":77802151,"asset_id":66718628,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":165185,"first_name":"Enayat A.","last_name":"Shabani","domain_name":"tums","page_name":"EnayatAShabani","display_name":"Enayat A. 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itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29781594/Review_Age_and_the_rate_of_foreign_language_learning">Review: Age and the rate of foreign language learning</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29781594" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1def47a9247a4d76c3d6ef8f5be98ff6" rel="nofollow" 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type="text/json">{"id":26335949,"first_name":"John","last_name":"Levis","domain_name":"iastate","page_name":"JLevis","display_name":"John Levis","profile_url":"https://iastate.academia.edu/JLevis?f_ri=33269","photo":"https://0.academia-photos.com/26335949/7761204/32785997/s65_john.levis.jpg"}</script></span></span></li><li class="js-paper-rank-work_29781594 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29781594"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29781594, container: ".js-paper-rank-work_29781594", }); });</script></li><li class="js-percentile-work_29781594 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29781594; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29781594"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29781594 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29781594"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29781594; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29781594]").text(description); $(".js-view-count-work_29781594").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29781594").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29781594"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="15646" href="https://www.academia.edu/Documents/in/Intonation">Intonation</a>, <script data-card-contents-for-ri="15646" type="text/json">{"id":15646,"name":"Intonation","url":"https://www.academia.edu/Documents/in/Intonation?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31224" href="https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation">Phonetics and Pronunciation</a>, <script data-card-contents-for-ri="31224" type="text/json">{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="52984" href="https://www.academia.edu/Documents/in/Teaching_speaking">Teaching speaking</a><script data-card-contents-for-ri="52984" type="text/json">{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29781594]'), work: {"id":29781594,"title":"Review: Age and the rate of foreign language 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teachers","url":"https://www.academia.edu/Documents/in/Professional_development_of_ESL_EFL_teachers?f_ri=33269"},{"id":119912,"name":"Speaking","url":"https://www.academia.edu/Documents/in/Speaking?f_ri=33269"},{"id":150026,"name":"Teaching EFL and Teacher Training","url":"https://www.academia.edu/Documents/in/Teaching_EFL_and_Teacher_Training?f_ri=33269"},{"id":220841,"name":"English Pronunciation","url":"https://www.academia.edu/Documents/in/English_Pronunciation?f_ri=33269"},{"id":238288,"name":"methodology of teaching EFL","url":"https://www.academia.edu/Documents/in/methodology_of_teaching_EFL?f_ri=33269"},{"id":675891,"name":"Teaching Pronunciation","url":"https://www.academia.edu/Documents/in/Teaching_Pronunciation?f_ri=33269"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=33269"},{"id":969558,"name":"Teaching English Pronunciation","url":"https://www.academia.edu/Documents/in/Teaching_English_Pronunciation?f_ri=33269"},{"id":972644,"name":"Teaching ESL/EFL","url":"https://www.academia.edu/Documents/in/Teaching_ESL_EFL?f_ri=33269"},{"id":1011586,"name":"ESL Curriculum Design","url":"https://www.academia.edu/Documents/in/ESL_Curriculum_Design?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32822688" data-work_id="32822688" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32822688/Gabrielatos_C_2002_Shopping_at_the_ELT_supermarket_Principled_decisions_and_practices_ERIC_ED478747">Gabrielatos, C. (2002). Shopping at the ELT supermarket: Principled decisions & practices. ERIC, ED478747.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article reflects my ongoing development of a principled and flexible methodological framework beyond pre-packaged, one-size-fits-all methods; a framework free from traditional or dogmatic constraints, flexible enough to take into... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32822688" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article reflects my ongoing development of a principled and flexible methodological framework beyond pre-packaged, one-size-fits-all methods; a framework free from traditional or dogmatic constraints, flexible enough to take into account new ideas and insights, but also critical of current popular trends and the claims of authorities and experts. <br /><br />In this article I examine some common attitudes towards methodology selection, discuss the notion of eclecticism and outline the nature and implications of principled decision-making and practice in ELT. I argue that principled teaching requires a) awareness of different views on the nature and use of the target language, as well as language learning (see Brown, 1994; Richards & Rogers, 1986; Rivers, 1972), b) awareness of one’s own beliefs and theories, and c) the ability to observe critically, recognise patterns and draw conclusions.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32822688" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="808c30dd813688d4afadc39632b1ceda" rel="nofollow" data-download="{"attachment_id":116091917,"asset_id":32822688,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/116091917/download_file?st=MTczMzAzNzc2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="107984" href="https://edgehill.academia.edu/CostasGabrielatos">Costas Gabrielatos</a><script data-card-contents-for-user="107984" type="text/json">{"id":107984,"first_name":"Costas","last_name":"Gabrielatos","domain_name":"edgehill","page_name":"CostasGabrielatos","display_name":"Costas Gabrielatos","profile_url":"https://edgehill.academia.edu/CostasGabrielatos?f_ri=33269","photo":"https://0.academia-photos.com/107984/29582/74059056/s65_costas.gabrielatos.jpg"}</script></span></span></li><li class="js-paper-rank-work_32822688 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32822688"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32822688, container: ".js-paper-rank-work_32822688", }); 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$(".js-view-count[data-work-id=32822688]").text(description); $(".js-view-count-work_32822688").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32822688").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32822688"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">28</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9918" href="https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages">Teaching of Foreign Languages</a>, <script data-card-contents-for-ri="9918" type="text/json">{"id":9918,"name":"Teaching of Foreign Languages","url":"https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10831" href="https://www.academia.edu/Documents/in/Second_Language_Teacher_Education">Second Language Teacher Education</a><script data-card-contents-for-ri="10831" type="text/json">{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32822688]'), work: {"id":32822688,"title":"Gabrielatos, C. (2002). Shopping at the ELT supermarket: Principled decisions \u0026 practices. ERIC, ED478747.","created_at":"2017-05-04T01:16:47.290-07:00","url":"https://www.academia.edu/32822688/Gabrielatos_C_2002_Shopping_at_the_ELT_supermarket_Principled_decisions_and_practices_ERIC_ED478747?f_ri=33269","dom_id":"work_32822688","summary":"This article reflects my ongoing development of a principled and flexible methodological framework beyond pre-packaged, one-size-fits-all methods; a framework free from traditional or dogmatic constraints, flexible enough to take into account new ideas and insights, but also critical of current popular trends and the claims of authorities and experts. \n\nIn this article I examine some common attitudes towards methodology selection, discuss the notion of eclecticism and outline the nature and implications of principled decision-making and practice in ELT. I argue that principled teaching requires a) awareness of different views on the nature and use of the target language, as well as language learning (see Brown, 1994; Richards \u0026 Rogers, 1986; Rivers, 1972), b) awareness of one’s own beliefs and theories, and c) the ability to observe critically, recognise patterns and draw conclusions.","downloadable_attachments":[{"id":116091917,"asset_id":32822688,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":107984,"first_name":"Costas","last_name":"Gabrielatos","domain_name":"edgehill","page_name":"CostasGabrielatos","display_name":"Costas Gabrielatos","profile_url":"https://edgehill.academia.edu/CostasGabrielatos?f_ri=33269","photo":"https://0.academia-photos.com/107984/29582/74059056/s65_costas.gabrielatos.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false},{"id":9918,"name":"Teaching of Foreign Languages","url":"https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages?f_ri=33269","nofollow":false},{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education?f_ri=33269","nofollow":false},{"id":11835,"name":"Language Teacher Training","url":"https://www.academia.edu/Documents/in/Language_Teacher_Training?f_ri=33269"},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=33269"},{"id":25009,"name":"Second Language Education","url":"https://www.academia.edu/Documents/in/Second_Language_Education?f_ri=33269"},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=33269"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=33269"},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=33269"},{"id":61225,"name":"ELT","url":"https://www.academia.edu/Documents/in/ELT?f_ri=33269"},{"id":62837,"name":"Principles \u0026 Methods of ELT","url":"https://www.academia.edu/Documents/in/Principles_and_Methods_of_ELT?f_ri=33269"},{"id":92636,"name":"Modern Foreign Language Teacher Education and Training","url":"https://www.academia.edu/Documents/in/Modern_Foreign_Language_Teacher_Education_and_Training?f_ri=33269"},{"id":93910,"name":"Foreign Language Education","url":"https://www.academia.edu/Documents/in/Foreign_Language_Education?f_ri=33269"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269"},{"id":103348,"name":"Elt Methodology","url":"https://www.academia.edu/Documents/in/Elt_Methodology?f_ri=33269"},{"id":116737,"name":"English language education \u0026 teacher professional learning","url":"https://www.academia.edu/Documents/in/English_language_education_and_teacher_professional_learning?f_ri=33269"},{"id":119855,"name":"Professional development of ESL/EFL teachers","url":"https://www.academia.edu/Documents/in/Professional_development_of_ESL_EFL_teachers?f_ri=33269"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_?f_ri=33269"},{"id":126788,"name":"English Language Teaching (ELT)","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_?f_ri=33269"},{"id":150026,"name":"Teaching EFL and Teacher Training","url":"https://www.academia.edu/Documents/in/Teaching_EFL_and_Teacher_Training?f_ri=33269"},{"id":238288,"name":"methodology of teaching EFL","url":"https://www.academia.edu/Documents/in/methodology_of_teaching_EFL?f_ri=33269"},{"id":302094,"name":"Applied Linguistics and TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_and_TESOL?f_ri=33269"},{"id":316921,"name":"English EFL TEFL learning","url":"https://www.academia.edu/Documents/in/English_EFL_TEFL_learning?f_ri=33269"},{"id":454896,"name":"English language education","url":"https://www.academia.edu/Documents/in/English_language_education?f_ri=33269"},{"id":535335,"name":"Efl and Esol Teaching","url":"https://www.academia.edu/Documents/in/Efl_and_Esol_Teaching?f_ri=33269"},{"id":963225,"name":"EFL/ESL/TESOL","url":"https://www.academia.edu/Documents/in/EFL_ESL_TESOL?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40174352 coauthored" data-work_id="40174352" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40174352/IELTS_vs_TOEFL_exam_format_content_grading_criteria">IELTS vs TOEFL exam (format/content/grading criteria</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">It has been a while nearly from many years ago to the present day that two standard exams of IELTS and TOEFL have applied with the purpose of evaluating the candidates pursuing their higher-education goals and/or immigrating to the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40174352" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">It has been a while nearly from many years ago to the present day that two standard exams of IELTS and TOEFL have applied with the purpose of evaluating the candidates pursuing their higher-education goals and/or immigrating to the English or non-English speaking countries. This research intends to compare the Test of English as a Foreign Language (TOEFL) Internet-based test (iBT) with the International English Language Testing System (IELTS) regarding the format, content and grading of the test. Recently, these two exams have been played a prominent role of gatekeepers into English language institutions and society. In this research a brief history of each test will be described in the literature review and based on studied various comprehensive comparison researches as the methodology there will be a detailed explanation of IELTS and TOEFL exams in terms of format and content criteria separately. Subsequent to comparing each section of both exams in the discussion section the similarity and some differences will be mentioned there. Finally, it will be conducted that while the two tests have some similarities such as the same four sections of reading, writing, speaking, and listening, it doesn't mean that the same abilities are being measured in each exam and its section. In addition, it has been recommended that whether a test taker wants to take the IELTS and or chooses the TOEFL, he or she should decide with regard to his or her interests as well as skill assessment tests.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40174352" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b0f46a522d4bfd5d6fa58252ad14a9c5" rel="nofollow" data-download="{"attachment_id":60396373,"asset_id":40174352,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60396373/download_file?st=MTczMzAzNzc2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="61669215" href="https://tehran.academia.edu/AhmadPourghasem">Ahmad Pourghasem</a><script data-card-contents-for-user="61669215" type="text/json">{"id":61669215,"first_name":"Ahmad","last_name":"Pourghasem","domain_name":"tehran","page_name":"AhmadPourghasem","display_name":"Ahmad Pourghasem","profile_url":"https://tehran.academia.edu/AhmadPourghasem?f_ri=33269","photo":"https://0.academia-photos.com/61669215/16022122/29446541/s65_ahmad.pourghasem.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-40174352">+1</span><div class="hidden js-additional-users-40174352"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/ArezouEbrahimitouri">Arezou Ebrahimitouri</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-40174352'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-40174352').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_40174352 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40174352"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40174352, container: ".js-paper-rank-work_40174352", }); });</script></li><li class="js-percentile-work_40174352 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40174352; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40174352"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40174352 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40174352"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40174352; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40174352]").text(description); $(".js-view-count-work_40174352").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40174352").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40174352"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40174352]'), work: {"id":40174352,"title":"IELTS vs TOEFL exam (format/content/grading criteria","created_at":"2019-08-26T00:30:05.694-07:00","url":"https://www.academia.edu/40174352/IELTS_vs_TOEFL_exam_format_content_grading_criteria?f_ri=33269","dom_id":"work_40174352","summary":"It has been a while nearly from many years ago to the present day that two standard exams of IELTS and TOEFL have applied with the purpose of evaluating the candidates pursuing their higher-education goals and/or immigrating to the English or non-English speaking countries. This research intends to compare the Test of English as a Foreign Language (TOEFL) Internet-based test (iBT) with the International English Language Testing System (IELTS) regarding the format, content and grading of the test. Recently, these two exams have been played a prominent role of gatekeepers into English language institutions and society. In this research a brief history of each test will be described in the literature review and based on studied various comprehensive comparison researches as the methodology there will be a detailed explanation of IELTS and TOEFL exams in terms of format and content criteria separately. Subsequent to comparing each section of both exams in the discussion section the similarity and some differences will be mentioned there. Finally, it will be conducted that while the two tests have some similarities such as the same four sections of reading, writing, speaking, and listening, it doesn't mean that the same abilities are being measured in each exam and its section. In addition, it has been recommended that whether a test taker wants to take the IELTS and or chooses the TOEFL, he or she should decide with regard to his or her interests as well as skill assessment tests.","downloadable_attachments":[{"id":60396373,"asset_id":40174352,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":61669215,"first_name":"Ahmad","last_name":"Pourghasem","domain_name":"tehran","page_name":"AhmadPourghasem","display_name":"Ahmad Pourghasem","profile_url":"https://tehran.academia.edu/AhmadPourghasem?f_ri=33269","photo":"https://0.academia-photos.com/61669215/16022122/29446541/s65_ahmad.pourghasem.jpg"},{"id":112812336,"first_name":"Arezou","last_name":"Ebrahimitouri","domain_name":"independent","page_name":"ArezouEbrahimitouri","display_name":"Arezou Ebrahimitouri","profile_url":"https://independent.academia.edu/ArezouEbrahimitouri?f_ri=33269","photo":"https://0.academia-photos.com/112812336/30640213/28373082/s65_arezou.ebrahimitouri.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74275289" data-work_id="74275289" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74275289/_Oke_any_questions_The_Questioning_Interaction_in_an_EFL_Classroom">“Oke, any questions?” The Questioning Interaction in an EFL Classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examined the teacher’s questioning interaction for meaning negotiation in an EFL classroom at a junior high school in Banda Aceh, Indonesia. Data was collected from an English teacher who was teaching seventh grade students.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74275289" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examined the teacher’s questioning interaction for meaning negotiation in an EFL classroom at a junior high school in Banda Aceh, Indonesia. Data was collected from an English teacher who was teaching seventh grade students. The instruments used were an observation sheet adapted from Arikan (2004), a set of interview questions adapted from Skilton and Meyer (1992) and Beutel (2010), and recordings. The questioning interaction was analyzed following on the three questioning devices: comprehension check, clarification check and confirmation check (Long, 1983). The findings showed that comprehension check was the most dominant device applied by the teacher (30%), followed by clarification check (14.3%), and confirmation check (12.8%). The dominant use of comprehension check in the classroom reflected the typical interaction in the EFL context, in which there was much more negotiation of meaning going on between the teacher and students to gain understanding. All of these dev...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74275289" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c675070c8b2c916085e78583769c4702" rel="nofollow" data-download="{"attachment_id":82484035,"asset_id":74275289,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82484035/download_file?st=MTczMzAzNzc2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="51090330" href="https://independent.academia.edu/YunisrinaQismullahYusuf">Yunisrina Qismullah Yusuf</a><script data-card-contents-for-user="51090330" type="text/json">{"id":51090330,"first_name":"Yunisrina Qismullah","last_name":"Yusuf","domain_name":"independent","page_name":"YunisrinaQismullahYusuf","display_name":"Yunisrina Qismullah Yusuf","profile_url":"https://independent.academia.edu/YunisrinaQismullahYusuf?f_ri=33269","photo":"https://0.academia-photos.com/51090330/14488469/15376938/s65_yunisrina_qismullah.yusuf.jpg"}</script></span></span></li><li class="js-paper-rank-work_74275289 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74275289"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74275289, container: ".js-paper-rank-work_74275289", }); 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$(".js-view-count[data-work-id=74275289]").text(description); $(".js-view-count-work_74275289").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_74275289").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="74275289"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="25982" href="https://www.academia.edu/Documents/in/Classroom_Interaction">Classroom Interaction</a>, <script data-card-contents-for-ri="25982" type="text/json">{"id":25982,"name":"Classroom Interaction","url":"https://www.academia.edu/Documents/in/Classroom_Interaction?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="37886" href="https://www.academia.edu/Documents/in/Questions">Questions</a><script data-card-contents-for-ri="37886" type="text/json">{"id":37886,"name":"Questions","url":"https://www.academia.edu/Documents/in/Questions?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=74275289]'), work: {"id":74275289,"title":"“Oke, any questions?” The Questioning Interaction in an EFL Classroom","created_at":"2022-03-22T00:04:40.328-07:00","url":"https://www.academia.edu/74275289/_Oke_any_questions_The_Questioning_Interaction_in_an_EFL_Classroom?f_ri=33269","dom_id":"work_74275289","summary":"This study examined the teacher’s questioning interaction for meaning negotiation in an EFL classroom at a junior high school in Banda Aceh, Indonesia. Data was collected from an English teacher who was teaching seventh grade students. The instruments used were an observation sheet adapted from Arikan (2004), a set of interview questions adapted from Skilton and Meyer (1992) and Beutel (2010), and recordings. The questioning interaction was analyzed following on the three questioning devices: comprehension check, clarification check and confirmation check (Long, 1983). The findings showed that comprehension check was the most dominant device applied by the teacher (30%), followed by clarification check (14.3%), and confirmation check (12.8%). The dominant use of comprehension check in the classroom reflected the typical interaction in the EFL context, in which there was much more negotiation of meaning going on between the teacher and students to gain understanding. All of these dev...","downloadable_attachments":[{"id":82484035,"asset_id":74275289,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51090330,"first_name":"Yunisrina Qismullah","last_name":"Yusuf","domain_name":"independent","page_name":"YunisrinaQismullahYusuf","display_name":"Yunisrina Qismullah Yusuf","profile_url":"https://independent.academia.edu/YunisrinaQismullahYusuf?f_ri=33269","photo":"https://0.academia-photos.com/51090330/14488469/15376938/s65_yunisrina_qismullah.yusuf.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=33269","nofollow":false},{"id":25982,"name":"Classroom Interaction","url":"https://www.academia.edu/Documents/in/Classroom_Interaction?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":37886,"name":"Questions","url":"https://www.academia.edu/Documents/in/Questions?f_ri=33269","nofollow":false},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=33269"},{"id":56132,"name":"Students","url":"https://www.academia.edu/Documents/in/Students?f_ri=33269"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269"},{"id":192076,"name":"Teacher Questioning","url":"https://www.academia.edu/Documents/in/Teacher_Questioning?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42754496" data-work_id="42754496" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42754496/Erken_ba%C5%9Flamak_ya_da_ba%C5%9Flamamak_B%C3%BCt%C3%BCn_mesele_ger%C3%A7ekten_bu_mu">Erken başlamak ya da başlamamak: Bütün mesele gerçekten bu mu?</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42754496" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b8683af48afb040c71ec67d89a499579" rel="nofollow" data-download="{"attachment_id":62975119,"asset_id":42754496,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62975119/download_file?st=MTczMzAzNzc2OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="415332" href="https://trabzon.academia.edu/ServetCelik">Servet Celik</a><script data-card-contents-for-user="415332" type="text/json">{"id":415332,"first_name":"Servet","last_name":"Celik","domain_name":"trabzon","page_name":"ServetCelik","display_name":"Servet Celik","profile_url":"https://trabzon.academia.edu/ServetCelik?f_ri=33269","photo":"https://0.academia-photos.com/415332/163459/38236045/s65_servet.celik.png"}</script></span></span></li><li class="js-paper-rank-work_42754496 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42754496"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42754496, container: ".js-paper-rank-work_42754496", }); 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$(".js-view-count[data-work-id=42754496]").text(description); $(".js-view-count-work_42754496").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42754496").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42754496"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="29522" href="https://www.academia.edu/Documents/in/English_Language_Learning">English Language Learning</a>, <script data-card-contents-for-ri="29522" type="text/json">{"id":29522,"name":"English Language Learning","url":"https://www.academia.edu/Documents/in/English_Language_Learning?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a><script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42754496]'), work: {"id":42754496,"title":"Erken başlamak ya da başlamamak: Bütün mesele gerçekten bu mu?","created_at":"2020-04-16T01:01:52.554-07:00","url":"https://www.academia.edu/42754496/Erken_ba%C5%9Flamak_ya_da_ba%C5%9Flamamak_B%C3%BCt%C3%BCn_mesele_ger%C3%A7ekten_bu_mu?f_ri=33269","dom_id":"work_42754496","summary":null,"downloadable_attachments":[{"id":62975119,"asset_id":42754496,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":415332,"first_name":"Servet","last_name":"Celik","domain_name":"trabzon","page_name":"ServetCelik","display_name":"Servet Celik","profile_url":"https://trabzon.academia.edu/ServetCelik?f_ri=33269","photo":"https://0.academia-photos.com/415332/163459/38236045/s65_servet.celik.png"}],"research_interests":[{"id":29522,"name":"English Language Learning","url":"https://www.academia.edu/Documents/in/English_Language_Learning?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16846384" data-work_id="16846384" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16846384/Fostering_Learning_In_the_Practise_of_Learning_to_Teach_and_Work_in_a_New_Environment_at_EF_Qingdao">Fostering Learning In the Practise of Learning to Teach and Work in a New Environment at EF Qingdao</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Recognizing the different kinds of learning that have been occurring in my workplace. In this paper I discuss different kinds of learning involved in the process of dealing with the move to the new school and its new work environment as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16846384" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Recognizing the different kinds of learning that have been occurring in my workplace. In this paper I discuss different kinds of learning involved in the process of dealing with the move to the new school and its new work environment as well as the learning involved in teacher training seminars and the learning of an EFL teacher on the floor of his classroom.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16846384" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="44c9ba21edd3eae86cd209ff9d21bd87" rel="nofollow" data-download="{"attachment_id":39215360,"asset_id":16846384,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39215360/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12737881" href="https://wiap.academia.edu/KolyaSchweppe">Kolya Schweppe</a><script data-card-contents-for-user="12737881" type="text/json">{"id":12737881,"first_name":"Kolya","last_name":"Schweppe","domain_name":"wiap","page_name":"KolyaSchweppe","display_name":"Kolya Schweppe","profile_url":"https://wiap.academia.edu/KolyaSchweppe?f_ri=33269","photo":"https://0.academia-photos.com/12737881/3622222/4248741/s65_kolya.schweppe.jpg"}</script></span></span></li><li class="js-paper-rank-work_16846384 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16846384"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16846384, container: ".js-paper-rank-work_16846384", }); 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$(".js-view-count[data-work-id=16846384]").text(description); $(".js-view-count-work_16846384").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16846384").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16846384"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a><script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16846384]'), work: {"id":16846384,"title":"Fostering Learning In the Practise of Learning to Teach and Work in a New Environment at EF Qingdao","created_at":"2015-10-15T14:11:32.546-07:00","url":"https://www.academia.edu/16846384/Fostering_Learning_In_the_Practise_of_Learning_to_Teach_and_Work_in_a_New_Environment_at_EF_Qingdao?f_ri=33269","dom_id":"work_16846384","summary":"Recognizing the different kinds of learning that have been occurring in my workplace. 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Potential contributors are invited to submit a proposal of 300 words or less about one of the main EFL skills (reading, listening,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10848232" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This is a call for papers for the volume 'International Perspectives on Teaching the Four Skills in ELT'. Potential contributors are invited to submit a proposal of 300 words or less about one of the main EFL skills (reading, listening, speaking, or writing), how it is taught in their context, and any related issues/solutions. With 'international' in the title of the volume, we aim to collect perspectives from all over the the EFL teaching and learning world.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10848232" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f18dac2e24f974a38df532d7e5f19877" rel="nofollow" data-download="{"attachment_id":36660192,"asset_id":10848232,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36660192/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="120291" href="https://su-se.academia.edu/JosephSiegel">Joseph Siegel</a><script data-card-contents-for-user="120291" type="text/json">{"id":120291,"first_name":"Joseph","last_name":"Siegel","domain_name":"su-se","page_name":"JosephSiegel","display_name":"Joseph Siegel","profile_url":"https://su-se.academia.edu/JosephSiegel?f_ri=33269","photo":"https://0.academia-photos.com/120291/2952700/144448628/s65_joseph.siegel.jpg"}</script></span></span></li><li class="js-paper-rank-work_10848232 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10848232"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10848232, container: ".js-paper-rank-work_10848232", }); 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$(".js-view-count[data-work-id=10848232]").text(description); $(".js-view-count-work_10848232").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10848232").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10848232"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6223" href="https://www.academia.edu/Documents/in/English">English</a>, <script data-card-contents-for-ri="6223" type="text/json">{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10848232]'), work: {"id":10848232,"title":"Call for papers--'International Perspectives on Teaching the Four Skills in ELT'","created_at":"2015-02-16T13:31:35.185-08:00","url":"https://www.academia.edu/10848232/Call_for_papers_International_Perspectives_on_Teaching_the_Four_Skills_in_ELT?f_ri=33269","dom_id":"work_10848232","summary":"This is a call for papers for the volume 'International Perspectives on Teaching the Four Skills in ELT'. Potential contributors are invited to submit a proposal of 300 words or less about one of the main EFL skills (reading, listening, speaking, or writing), how it is taught in their context, and any related issues/solutions. 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Yet, a lot of them have problems in different language skills. For example, across U.S.A, business English teachers encounter Chinese speaking students... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37124689" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Many adults especially business people have the need to learn English for their work. Yet, a lot of them have problems in different language skills. For example, across U.S.A, business English teachers encounter Chinese speaking students who had problems in writing proper English business messages (Beamer, 1994). Although a lot of educators have been trying creative approaches on teaching children, the adult classrooms are relatively more traditional. This paper aims at reviewing some prospective problems and sharing with the practitioners some approaches for language instruction.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37124689" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="10c43017a919fb563b5b48a15db3eff0" rel="nofollow" data-download="{"attachment_id":57076448,"asset_id":37124689,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57076448/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="87884185" href="https://bundesligalivestream.academia.edu/AnnieZ">Annie Z</a><script data-card-contents-for-user="87884185" type="text/json">{"id":87884185,"first_name":"Annie","last_name":"Z","domain_name":"bundesligalivestream","page_name":"AnnieZ","display_name":"Annie Z","profile_url":"https://bundesligalivestream.academia.edu/AnnieZ?f_ri=33269","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_37124689 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37124689"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37124689, container: ".js-paper-rank-work_37124689", }); 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Vocabulary Skills","url":"https://www.academia.edu/Documents/in/Developing_Conversation_and_Vocabulary_Skills?f_ri=33269"},{"id":1171443,"name":"Teaching Vocabulary Through Games and Pictures","url":"https://www.academia.edu/Documents/in/Teaching_Vocabulary_Through_Games_and_Pictures?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79531839" data-work_id="79531839" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79531839/The_role_of_the_OECD_peer_review_process_in_Irish_education_policy_in_the_1960s">The role of the OECD peer review process in Irish education policy in the 1960s</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item 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data-has-card-for-ri="930" href="https://www.academia.edu/Documents/in/Intercultural_Communication">Intercultural Communication</a>, <script data-card-contents-for-ri="930" type="text/json">{"id":930,"name":"Intercultural Communication","url":"https://www.academia.edu/Documents/in/Intercultural_Communication?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3667" href="https://www.academia.edu/Documents/in/Internationalisation_Learning_and_Teaching_">Internationalisation (Learning and Teaching)</a>, <script data-card-contents-for-ri="3667" type="text/json">{"id":3667,"name":"Internationalisation (Learning and Teaching)","url":"https://www.academia.edu/Documents/in/Internationalisation_Learning_and_Teaching_?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5991" href="https://www.academia.edu/Documents/in/Intercultural_Education">Intercultural Education</a>, <script data-card-contents-for-ri="5991" type="text/json">{"id":5991,"name":"Intercultural Education","url":"https://www.academia.edu/Documents/in/Intercultural_Education?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10281" href="https://www.academia.edu/Documents/in/Assessment_in_Higher_Education">Assessment in Higher Education</a><script data-card-contents-for-ri="10281" type="text/json">{"id":10281,"name":"Assessment in Higher Education","url":"https://www.academia.edu/Documents/in/Assessment_in_Higher_Education?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79531839]'), work: {"id":79531839,"title":"The role of the OECD peer review process in Irish education policy in the 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Training","url":"https://www.academia.edu/Documents/in/Teaching_EFL_and_Teacher_Training?f_ri=33269"},{"id":257003,"name":"English Language Studies","url":"https://www.academia.edu/Documents/in/English_Language_Studies?f_ri=33269"},{"id":262901,"name":"Gamification in Education","url":"https://www.academia.edu/Documents/in/Gamification_in_Education?f_ri=33269"},{"id":389850,"name":"Irish Education","url":"https://www.academia.edu/Documents/in/Irish_Education?f_ri=33269"},{"id":501102,"name":"Europeanisation and Internationalisation of Higher Education","url":"https://www.academia.edu/Documents/in/Europeanisation_and_Internationalisation_of_Higher_Education?f_ri=33269"},{"id":1109164,"name":"History of Irish Education","url":"https://www.academia.edu/Documents/in/History_of_Irish_Education?f_ri=33269"},{"id":2049568,"name":"Irish education policy","url":"https://www.academia.edu/Documents/in/Irish_education_policy?f_ri=33269"},{"id":2049575,"name":"Irish higher education","url":"https://www.academia.edu/Documents/in/Irish_higher_education?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_78143060" data-work_id="78143060" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/78143060/Getting_to_the_bottom_of_L2_listening_instruction_Making_a_case_for_bottom_up_activities">Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_78143060" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners’ bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/78143060" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c4599e70651b4b637d0af0625a1b04d5" rel="nofollow" data-download="{"attachment_id":85294066,"asset_id":78143060,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85294066/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5499472" href="https://su-se.academia.edu/AkiSiegel">Aki Siegel</a><script data-card-contents-for-user="5499472" type="text/json">{"id":5499472,"first_name":"Aki","last_name":"Siegel","domain_name":"su-se","page_name":"AkiSiegel","display_name":"Aki Siegel","profile_url":"https://su-se.academia.edu/AkiSiegel?f_ri=33269","photo":"https://0.academia-photos.com/5499472/2412637/2807243/s65_aki.siegel.jpg"}</script></span></span></li><li class="js-paper-rank-work_78143060 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="78143060"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 78143060, container: ".js-paper-rank-work_78143060", }); 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$(".js-view-count[data-work-id=78143060]").text(description); $(".js-view-count-work_78143060").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_78143060").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="78143060"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="40050" href="https://www.academia.edu/Documents/in/Effective_Listening">Effective Listening</a><script data-card-contents-for-ri="40050" type="text/json">{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=78143060]'), work: {"id":78143060,"title":"Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities","created_at":"2022-05-01T11:54:29.468-07:00","url":"https://www.academia.edu/78143060/Getting_to_the_bottom_of_L2_listening_instruction_Making_a_case_for_bottom_up_activities?f_ri=33269","dom_id":"work_78143060","summary":"This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners’ bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test ...","downloadable_attachments":[{"id":85294066,"asset_id":78143060,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5499472,"first_name":"Aki","last_name":"Siegel","domain_name":"su-se","page_name":"AkiSiegel","display_name":"Aki Siegel","profile_url":"https://su-se.academia.edu/AkiSiegel?f_ri=33269","photo":"https://0.academia-photos.com/5499472/2412637/2807243/s65_aki.siegel.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=33269","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=33269","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=33269"},{"id":65952,"name":"Bottom-up strategies","url":"https://www.academia.edu/Documents/in/Bottom-up_strategies?f_ri=33269"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269"},{"id":116533,"name":"Active Listening","url":"https://www.academia.edu/Documents/in/Active_Listening?f_ri=33269"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=33269"},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=33269"},{"id":316921,"name":"English EFL TEFL learning","url":"https://www.academia.edu/Documents/in/English_EFL_TEFL_learning?f_ri=33269"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=33269"},{"id":965647,"name":"Dictation","url":"https://www.academia.edu/Documents/in/Dictation?f_ri=33269"},{"id":989329,"name":"Langauge Teachers","url":"https://www.academia.edu/Documents/in/Langauge_Teachers?f_ri=33269"},{"id":1011586,"name":"ESL Curriculum Design","url":"https://www.academia.edu/Documents/in/ESL_Curriculum_Design?f_ri=33269"},{"id":1015365,"name":"Teaching Listening Skills","url":"https://www.academia.edu/Documents/in/Teaching_Listening_Skills?f_ri=33269"},{"id":2217405,"name":"Listening pedagogy","url":"https://www.academia.edu/Documents/in/Listening_pedagogy?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13225208" data-work_id="13225208" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13225208/Researching_the_Acceptance_of_Storytelling_in_EFL_Secondary_School_">Researching the Acceptance of Storytelling in EFL (Secondary School)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Handed in as a B.A. thesis, this study researches students' acceptance of storytelling as a means of teaching English as a foreign language in German secondary schools. The results clearly show that there is no correlation between age and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13225208" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Handed in as a B.A. thesis, this study researches students' acceptance of storytelling as a means of teaching English as a foreign language in German secondary schools. The results clearly show that there is no correlation between age and acceptance of storytelling, and that it is rather due to teachers' doubts about their own storytelling abilities that oral storytelling is not used more widely.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13225208" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6b6a52aa302f32351ef38f244ef85fca" rel="nofollow" data-download="{"attachment_id":37985972,"asset_id":13225208,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37985972/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7784021" href="https://uni-erlangen.academia.edu/MartinEllrodt">Martin Ellrodt</a><script data-card-contents-for-user="7784021" type="text/json">{"id":7784021,"first_name":"Martin","last_name":"Ellrodt","domain_name":"uni-erlangen","page_name":"MartinEllrodt","display_name":"Martin Ellrodt","profile_url":"https://uni-erlangen.academia.edu/MartinEllrodt?f_ri=33269","photo":"https://0.academia-photos.com/7784021/2767919/3226536/s65_martin.ellrodt.jpg"}</script></span></span></li><li class="js-paper-rank-work_13225208 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13225208"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13225208, container: ".js-paper-rank-work_13225208", }); });</script></li><li class="js-percentile-work_13225208 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13225208; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13225208"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13225208 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13225208"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13225208; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13225208]").text(description); $(".js-view-count-work_13225208").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13225208").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13225208"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6492" href="https://www.academia.edu/Documents/in/Storytelling">Storytelling</a>, <script data-card-contents-for-ri="6492" type="text/json">{"id":6492,"name":"Storytelling","url":"https://www.academia.edu/Documents/in/Storytelling?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8475" href="https://www.academia.edu/Documents/in/Narrative_Methods">Narrative Methods</a>, <script data-card-contents-for-ri="8475" type="text/json">{"id":8475,"name":"Narrative Methods","url":"https://www.academia.edu/Documents/in/Narrative_Methods?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a><script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13225208]'), work: {"id":13225208,"title":"Researching the Acceptance of Storytelling in EFL (Secondary School)","created_at":"2015-06-23T14:30:17.701-07:00","url":"https://www.academia.edu/13225208/Researching_the_Acceptance_of_Storytelling_in_EFL_Secondary_School_?f_ri=33269","dom_id":"work_13225208","summary":"Handed in as a B.A. thesis, this study researches students' acceptance of storytelling as a means of teaching English as a foreign language in German secondary schools. The results clearly show that there is no correlation between age and acceptance of storytelling, and that it is rather due to teachers' doubts about their own storytelling abilities that oral storytelling is not used more widely.","downloadable_attachments":[{"id":37985972,"asset_id":13225208,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7784021,"first_name":"Martin","last_name":"Ellrodt","domain_name":"uni-erlangen","page_name":"MartinEllrodt","display_name":"Martin Ellrodt","profile_url":"https://uni-erlangen.academia.edu/MartinEllrodt?f_ri=33269","photo":"https://0.academia-photos.com/7784021/2767919/3226536/s65_martin.ellrodt.jpg"}],"research_interests":[{"id":6492,"name":"Storytelling","url":"https://www.academia.edu/Documents/in/Storytelling?f_ri=33269","nofollow":false},{"id":8475,"name":"Narrative Methods","url":"https://www.academia.edu/Documents/in/Narrative_Methods?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=33269","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269"},{"id":150026,"name":"Teaching EFL and Teacher Training","url":"https://www.academia.edu/Documents/in/Teaching_EFL_and_Teacher_Training?f_ri=33269"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36138223" data-work_id="36138223" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36138223/Teachers_Reflective_Teaching_and_Self_Efficacy_as_Predicators_of_their_Professional_Success_A_Case_of_Iranian_EFL_Teachers">Teachers' Reflective Teaching and Self-Efficacy as Predicators of their Professional Success: A Case of Iranian EFL Teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Language teacher's professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher's professional successes can be influenced by some traits of the teachers... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36138223" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Language teacher's professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher's professional successes can be influenced by some traits of the teachers including self-efficacy and way of teaching. The present study, therefore, was an attempt to investigate whether Iranian EFL teachers' reflective teaching and their self-efficacy can predict their professional success. Twenty-eight male and female EFL teachers were asked to fill out the questionnaires of Teacher Sense of Efficacy Scale and Reflective Teaching Questionnaire. Then, 168 male and female EFL learners with the age range of 18-32 from three branches of Safir language institute in Tehran were randomly selected out of the teachers' students. This initial sample included more than 400 EFL students. In the next step, the selected learners were asked to fill out the Teachers' Professional Success Survey. The data analysis using multiple regression revealed that both self-efficacy and reflective teaching could relatively predict EFL teachers' professional success. Secondly, the results revealed that there was not any significant difference between the prediction ability of the two variables aforementioned in predicting teachers' success from the point of view of their students. The findings of the present suggest that EFL teachers should enhance their self-efficacy and reflective teaching to increase their professional success.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36138223" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="090efd04c8622ab31f4f529f142024b0" rel="nofollow" data-download="{"attachment_id":56030812,"asset_id":36138223,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56030812/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="65459694" href="https://independent.academia.edu/ResearchinEnglishLanguagePedagogy">Research in English Language Pedagogy</a><script data-card-contents-for-user="65459694" type="text/json">{"id":65459694,"first_name":"Research in","last_name":"English Language Pedagogy","domain_name":"independent","page_name":"ResearchinEnglishLanguagePedagogy","display_name":"Research in English Language Pedagogy","profile_url":"https://independent.academia.edu/ResearchinEnglishLanguagePedagogy?f_ri=33269","photo":"https://0.academia-photos.com/65459694/17050283/17228432/s65_research_in.english_language_pedagogy.jpg"}</script></span></span></li><li class="js-paper-rank-work_36138223 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36138223"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36138223, container: ".js-paper-rank-work_36138223", }); });</script></li><li class="js-percentile-work_36138223 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36138223; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36138223"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36138223 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36138223"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36138223; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36138223]").text(description); $(".js-view-count-work_36138223").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36138223").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36138223"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3576" href="https://www.academia.edu/Documents/in/Teachers_self_efficacy_levels">Teachers' self efficacy levels</a>, <script data-card-contents-for-ri="3576" type="text/json">{"id":3576,"name":"Teachers' self efficacy levels","url":"https://www.academia.edu/Documents/in/Teachers_self_efficacy_levels?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="60843" href="https://www.academia.edu/Documents/in/Reflective_Teaching">Reflective Teaching</a><script data-card-contents-for-ri="60843" type="text/json">{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36138223]'), work: {"id":36138223,"title":"Teachers' Reflective Teaching and Self-Efficacy as Predicators of their Professional Success: A Case of Iranian EFL Teachers","created_at":"2018-03-12T02:50:17.134-07:00","url":"https://www.academia.edu/36138223/Teachers_Reflective_Teaching_and_Self_Efficacy_as_Predicators_of_their_Professional_Success_A_Case_of_Iranian_EFL_Teachers?f_ri=33269","dom_id":"work_36138223","summary":"Language teacher's professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher's professional successes can be influenced by some traits of the teachers including self-efficacy and way of teaching. The present study, therefore, was an attempt to investigate whether Iranian EFL teachers' reflective teaching and their self-efficacy can predict their professional success. Twenty-eight male and female EFL teachers were asked to fill out the questionnaires of Teacher Sense of Efficacy Scale and Reflective Teaching Questionnaire. Then, 168 male and female EFL learners with the age range of 18-32 from three branches of Safir language institute in Tehran were randomly selected out of the teachers' students. This initial sample included more than 400 EFL students. In the next step, the selected learners were asked to fill out the Teachers' Professional Success Survey. The data analysis using multiple regression revealed that both self-efficacy and reflective teaching could relatively predict EFL teachers' professional success. Secondly, the results revealed that there was not any significant difference between the prediction ability of the two variables aforementioned in predicting teachers' success from the point of view of their students. The findings of the present suggest that EFL teachers should enhance their self-efficacy and reflective teaching to increase their professional success.","downloadable_attachments":[{"id":56030812,"asset_id":36138223,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":65459694,"first_name":"Research in","last_name":"English Language Pedagogy","domain_name":"independent","page_name":"ResearchinEnglishLanguagePedagogy","display_name":"Research in English Language Pedagogy","profile_url":"https://independent.academia.edu/ResearchinEnglishLanguagePedagogy?f_ri=33269","photo":"https://0.academia-photos.com/65459694/17050283/17228432/s65_research_in.english_language_pedagogy.jpg"}],"research_interests":[{"id":3576,"name":"Teachers' self efficacy levels","url":"https://www.academia.edu/Documents/in/Teachers_self_efficacy_levels?f_ri=33269","nofollow":false},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=33269","nofollow":false},{"id":119855,"name":"Professional development of ESL/EFL teachers","url":"https://www.academia.edu/Documents/in/Professional_development_of_ESL_EFL_teachers?f_ri=33269"},{"id":150026,"name":"Teaching EFL and Teacher Training","url":"https://www.academia.edu/Documents/in/Teaching_EFL_and_Teacher_Training?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11018542" data-work_id="11018542" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11018542/EFL_speaking_communication_with_asynchronous_voice_tools_for_adult_students">EFL speaking communication with asynchronous voice tools for adult students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Through employment of asynchronous voice tools, EFL speaking practice can be moved into the XXIst century with potential benefits for students. The current paper will show that opening the classroom walls to a world audience through... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11018542" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Through employment of asynchronous voice tools, EFL speaking practice can be moved into the XXIst century with potential benefits for students. The current paper will show that opening the classroom walls to a world audience through employment of <br />Web 2.0 tools, higher expectations are engendered in students than in the in vitro class environment. Since students prepare with a real audience in mind, their motivation and subsequently their performance are expected to improve. This is extremely <br />important and crucial especially in the case of adult students who learn the language in an artificial class environment, with poor <br />prospects of practising it in a real environment. We will discuss the students’ opinions on advantages of employing Voxopop <br />(VoP) and Voice Thread (VT) in an effort to raise the EFL teachers’ awareness about the warmer teaching-learning experience asynchronous voice tools foster and the multiplicity of avenues they open.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11018542" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2013be62d91c3c47227f98ea8bc30d8c" rel="nofollow" data-download="{"attachment_id":36741714,"asset_id":11018542,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36741714/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26605366" href="https://cantemir.academia.edu/ElenaAdrianaTomuletiu">Elena-Adriana Tomuletiu</a><script data-card-contents-for-user="26605366" type="text/json">{"id":26605366,"first_name":"Elena-Adriana","last_name":"Tomuletiu","domain_name":"cantemir","page_name":"ElenaAdrianaTomuletiu","display_name":"Elena-Adriana Tomuletiu","profile_url":"https://cantemir.academia.edu/ElenaAdrianaTomuletiu?f_ri=33269","photo":"https://0.academia-photos.com/26605366/7406854/8325770/s65_elena-adriana.tomuletiu.jpg"}</script></span></span></li><li class="js-paper-rank-work_11018542 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11018542"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11018542, container: ".js-paper-rank-work_11018542", }); });</script></li><li class="js-percentile-work_11018542 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11018542; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11018542"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11018542 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11018542"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11018542; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11018542]").text(description); $(".js-view-count-work_11018542").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11018542").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11018542"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11018542]'), work: {"id":11018542,"title":"EFL speaking communication with asynchronous voice tools for adult students","created_at":"2015-02-23T10:02:39.926-08:00","url":"https://www.academia.edu/11018542/EFL_speaking_communication_with_asynchronous_voice_tools_for_adult_students?f_ri=33269","dom_id":"work_11018542","summary":"Through employment of asynchronous voice tools, EFL speaking practice can be moved into the XXIst century with potential benefits for students. The current paper will show that opening the classroom walls to a world audience through employment of\r\nWeb 2.0 tools, higher expectations are engendered in students than in the in vitro class environment. Since students prepare with a real audience in mind, their motivation and subsequently their performance are expected to improve. This is extremely\r\nimportant and crucial especially in the case of adult students who learn the language in an artificial class environment, with poor\r\nprospects of practising it in a real environment. We will discuss the students’ opinions on advantages of employing Voxopop\r\n(VoP) and Voice Thread (VT) in an effort to raise the EFL teachers’ awareness about the warmer teaching-learning experience asynchronous voice tools foster and the multiplicity of avenues they open.","downloadable_attachments":[{"id":36741714,"asset_id":11018542,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26605366,"first_name":"Elena-Adriana","last_name":"Tomuletiu","domain_name":"cantemir","page_name":"ElenaAdrianaTomuletiu","display_name":"Elena-Adriana Tomuletiu","profile_url":"https://cantemir.academia.edu/ElenaAdrianaTomuletiu?f_ri=33269","photo":"https://0.academia-photos.com/26605366/7406854/8325770/s65_elena-adriana.tomuletiu.jpg"}],"research_interests":[{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37526598" data-work_id="37526598" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37526598/New_Tools_for_Elementary_EFL_Assessment_Digital_Project_Portfolio_Young_Learner_Appropriate_Standards_and_Online_Course_Teacher_Feedback">New Tools for Elementary EFL Assessment: Digital Project Portfolio, Young Learner Appropriate Standards and Online Course/Teacher Feedback</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this investigation is to design and evaluate new assessment tools for a communicatively oriented, digitally integrated elementary EFL course. How can learners’ own needs be included, i.e. media use? What standards might... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37526598" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this investigation is to design and evaluate new assessment tools for a communicatively oriented, digitally integrated elementary EFL course.  How can learners’ own needs be included, i.e. media use?  What standards might be more appropriate for young learners (YL) than the CEFR?  How can students’ feed-back be heard by teachers and course designers?</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37526598" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6565dd2df611311cae68d9872d57f970" rel="nofollow" data-download="{"attachment_id":57499706,"asset_id":37526598,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57499706/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="73183162" href="https://independent.academia.edu/RichardStockton8">Richard J Stockton</a><script data-card-contents-for-user="73183162" type="text/json">{"id":73183162,"first_name":"Richard","last_name":"Stockton","domain_name":"independent","page_name":"RichardStockton8","display_name":"Richard J Stockton","profile_url":"https://independent.academia.edu/RichardStockton8?f_ri=33269","photo":"https://0.academia-photos.com/73183162/18676983/20901050/s65_richard.stockton.png"}</script></span></span></li><li class="js-paper-rank-work_37526598 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37526598"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37526598, container: ".js-paper-rank-work_37526598", }); });</script></li><li class="js-percentile-work_37526598 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37526598; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37526598"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37526598 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37526598"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37526598; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37526598]").text(description); $(".js-view-count-work_37526598").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37526598").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37526598"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1750" href="https://www.academia.edu/Documents/in/Assessment">Assessment</a>, <script data-card-contents-for-ri="1750" type="text/json">{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18045" href="https://www.academia.edu/Documents/in/Language_Assessment">Language Assessment</a>, <script data-card-contents-for-ri="18045" type="text/json">{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37526598]'), work: {"id":37526598,"title":"New Tools for Elementary EFL Assessment: Digital Project Portfolio, Young Learner Appropriate Standards and Online Course/Teacher Feedback","created_at":"2018-10-03T19:12:55.722-07:00","url":"https://www.academia.edu/37526598/New_Tools_for_Elementary_EFL_Assessment_Digital_Project_Portfolio_Young_Learner_Appropriate_Standards_and_Online_Course_Teacher_Feedback?f_ri=33269","dom_id":"work_37526598","summary":"The purpose of this investigation is to design and evaluate new assessment tools for a communicatively oriented, digitally integrated elementary EFL course. How can learners’ own needs be included, i.e. media use? What standards might be more appropriate for young learners (YL) than the CEFR? How can students’ feed-back be heard by teachers and course designers?","downloadable_attachments":[{"id":57499706,"asset_id":37526598,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":73183162,"first_name":"Richard","last_name":"Stockton","domain_name":"independent","page_name":"RichardStockton8","display_name":"Richard J Stockton","profile_url":"https://independent.academia.edu/RichardStockton8?f_ri=33269","photo":"https://0.academia-photos.com/73183162/18676983/20901050/s65_richard.stockton.png"}],"research_interests":[{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=33269","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false},{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":46768,"name":"CEFR","url":"https://www.academia.edu/Documents/in/CEFR?f_ri=33269"},{"id":83709,"name":"Teaching EFL to Young Learners","url":"https://www.academia.edu/Documents/in/Teaching_EFL_to_Young_Learners?f_ri=33269"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269"},{"id":104992,"name":"CEFR-based language testing","url":"https://www.academia.edu/Documents/in/CEFR-based_language_testing?f_ri=33269"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_?f_ri=33269"},{"id":181852,"name":"Young Learners","url":"https://www.academia.edu/Documents/in/Young_Learners?f_ri=33269"},{"id":219666,"name":"Common European Framework of Reference for Languages","url":"https://www.academia.edu/Documents/in/Common_European_Framework_of_Reference_for_Languages?f_ri=33269"},{"id":302094,"name":"Applied Linguistics and TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_and_TESOL?f_ri=33269"},{"id":319050,"name":"Teaching English to Young Learners","url":"https://www.academia.edu/Documents/in/Teaching_English_to_Young_Learners?f_ri=33269"},{"id":409355,"name":"English for Young Learners","url":"https://www.academia.edu/Documents/in/English_for_Young_Learners?f_ri=33269"},{"id":535335,"name":"Efl and Esol Teaching","url":"https://www.academia.edu/Documents/in/Efl_and_Esol_Teaching?f_ri=33269"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=33269"},{"id":963225,"name":"EFL/ESL/TESOL","url":"https://www.academia.edu/Documents/in/EFL_ESL_TESOL?f_ri=33269"},{"id":972644,"name":"Teaching ESL/EFL","url":"https://www.academia.edu/Documents/in/Teaching_ESL_EFL?f_ri=33269"},{"id":1011586,"name":"ESL Curriculum Design","url":"https://www.academia.edu/Documents/in/ESL_Curriculum_Design?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14638436" data-work_id="14638436" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14638436/Oral_Communication_Cultural_Codes">Oral Communication Cultural Codes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Rules that govern proper communication are culturally specific. For example, which is a better form of greeting, to bow or shake hands? In this workshop, participants investigated how to help Japanese students learn about and deal with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14638436" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Rules that govern proper communication are culturally specific. For example, which is a better form of greeting, to bow or shake hands? In this workshop, participants investigated how to help Japanese students learn about and deal with three key differences between Japanese and English speaking styles in order to help them speak English more naturally. In addition, participants were introduced to the basics of pragmatics, that area of linguistics that deals with meaning in context, or “the hidden rules of language.” Pragmatics was defined in lay terms, and a case was made for its inclusion within an oral communication curriculum for low-intermediate and above learners. Specific ideas on which aspects to focus upon and how to teach them were provided. Participants had an opportunity to experience and reflect on various activities that introduce, practice, and review progress in building pragmatic competency. <br /> <br />NOTE: This workshop presentation was given twice in 2014, once in March and again in September.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14638436" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ad528b23b49d1326e626cdb0bb33a61a" rel="nofollow" data-download="{"attachment_id":38375770,"asset_id":14638436,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38375770/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1147828" href="https://u-toyama.academia.edu/JerryTalandisJr">Jerry Talandis Jr.</a><script data-card-contents-for-user="1147828" type="text/json">{"id":1147828,"first_name":"Jerry","last_name":"Talandis Jr.","domain_name":"u-toyama","page_name":"JerryTalandisJr","display_name":"Jerry Talandis Jr.","profile_url":"https://u-toyama.academia.edu/JerryTalandisJr?f_ri=33269","photo":"https://0.academia-photos.com/1147828/1122706/1406915/s65_jerry.talandis_jr..jpg"}</script></span></span></li><li class="js-paper-rank-work_14638436 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14638436"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14638436, container: ".js-paper-rank-work_14638436", }); });</script></li><li class="js-percentile-work_14638436 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14638436; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_14638436"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_14638436 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="14638436"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14638436; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14638436]").text(description); $(".js-view-count-work_14638436").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14638436").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14638436"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2238" href="https://www.academia.edu/Documents/in/Pragmatics">Pragmatics</a>, <script data-card-contents-for-ri="2238" type="text/json">{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="56836" href="https://www.academia.edu/Documents/in/Cross-cultural_pragmatics">Cross-cultural pragmatics</a>, <script data-card-contents-for-ri="56836" type="text/json">{"id":56836,"name":"Cross-cultural pragmatics","url":"https://www.academia.edu/Documents/in/Cross-cultural_pragmatics?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a><script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14638436]'), work: {"id":14638436,"title":"Oral Communication Cultural Codes","created_at":"2015-08-04T00:50:20.834-07:00","url":"https://www.academia.edu/14638436/Oral_Communication_Cultural_Codes?f_ri=33269","dom_id":"work_14638436","summary":"Rules that govern proper communication are culturally specific. For example, which is a better form of greeting, to bow or shake hands? In this workshop, participants investigated how to help Japanese students learn about and deal with three key differences between Japanese and English speaking styles in order to help them speak English more naturally. In addition, participants were introduced to the basics of pragmatics, that area of linguistics that deals with meaning in context, or “the hidden rules of language.” Pragmatics was defined in lay terms, and a case was made for its inclusion within an oral communication curriculum for low-intermediate and above learners. Specific ideas on which aspects to focus upon and how to teach them were provided. Participants had an opportunity to experience and reflect on various activities that introduce, practice, and review progress in building pragmatic competency.\r\n\r\nNOTE: This workshop presentation was given twice in 2014, once in March and again in September.","downloadable_attachments":[{"id":38375770,"asset_id":14638436,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1147828,"first_name":"Jerry","last_name":"Talandis Jr.","domain_name":"u-toyama","page_name":"JerryTalandisJr","display_name":"Jerry Talandis Jr.","profile_url":"https://u-toyama.academia.edu/JerryTalandisJr?f_ri=33269","photo":"https://0.academia-photos.com/1147828/1122706/1406915/s65_jerry.talandis_jr..jpg"}],"research_interests":[{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":56836,"name":"Cross-cultural pragmatics","url":"https://www.academia.edu/Documents/in/Cross-cultural_pragmatics?f_ri=33269","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false},{"id":174869,"name":"Oral communication","url":"https://www.academia.edu/Documents/in/Oral_communication?f_ri=33269"},{"id":362568,"name":"Oral Communication Skills","url":"https://www.academia.edu/Documents/in/Oral_Communication_Skills?f_ri=33269"},{"id":1023347,"name":"Teaching Culture In the EFL Classroom","url":"https://www.academia.edu/Documents/in/Teaching_Culture_In_the_EFL_Classroom?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71350051" data-work_id="71350051" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71350051/EFL_University_Instructors_Employment_Status_and_Their_Perception_of_Professional_Commitment">EFL University Instructors' Employment Status and Their Perception of Professional Commitment</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Instructors play an important role in educating the future members of society through their work in universities and quality education cannot be achieved without the supreme efforts of dedicated and committed university teachers. Hence,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71350051" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Instructors play an important role in educating the future members of society through their work in universities and quality education cannot be achieved without the supreme efforts of dedicated and committed university teachers. Hence, there is a call for more research concerning the notion of teacher commitment, its dimensions and the factors that influence it. The current study first aimed to set priority among the dimensions of EFL instructors&#39; professional commitment through Partial Least Squares Structural Equation Modeling and then investigate the effect of EFL instructors&#39; employment status as full time or part time on their professional commitment through two-tailed t-test. A previously validated EFL Teachers&#39; Professional Commitment Questionnaire was employed to collect data from 420 EFL male and female university instructors. The results exhibited a significant difference between these two variables in total. One of the important implications of this research ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71350051" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d078916924177500fb5ee78744e383b9" rel="nofollow" data-download="{"attachment_id":80730832,"asset_id":71350051,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80730832/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="211014603" href="https://independent.academia.edu/RGanjali">Razieh Ganjali</a><script data-card-contents-for-user="211014603" type="text/json">{"id":211014603,"first_name":"Razieh","last_name":"Ganjali","domain_name":"independent","page_name":"RGanjali","display_name":"Razieh Ganjali","profile_url":"https://independent.academia.edu/RGanjali?f_ri=33269","photo":"https://0.academia-photos.com/211014603/70490873/58911098/s65_razieh.ganjali.png"}</script></span></span></li><li class="js-paper-rank-work_71350051 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71350051"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71350051, container: ".js-paper-rank-work_71350051", }); });</script></li><li class="js-percentile-work_71350051 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71350051; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_71350051"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_71350051 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="71350051"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71350051; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71350051]").text(description); $(".js-view-count-work_71350051").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71350051").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71350051"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="48291" href="https://www.academia.edu/Documents/in/Professional_Commitment">Professional Commitment</a>, <script data-card-contents-for-ri="48291" type="text/json">{"id":48291,"name":"Professional Commitment","url":"https://www.academia.edu/Documents/in/Professional_Commitment?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a>, <script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="126788" href="https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_">English Language Teaching (ELT)</a><script data-card-contents-for-ri="126788" type="text/json">{"id":126788,"name":"English Language Teaching (ELT)","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71350051]'), work: {"id":71350051,"title":"EFL University Instructors' Employment Status and Their Perception of Professional Commitment","created_at":"2022-02-13T07:35:28.140-08:00","url":"https://www.academia.edu/71350051/EFL_University_Instructors_Employment_Status_and_Their_Perception_of_Professional_Commitment?f_ri=33269","dom_id":"work_71350051","summary":"Instructors play an important role in educating the future members of society through their work in universities and quality education cannot be achieved without the supreme efforts of dedicated and committed university teachers. Hence, there is a call for more research concerning the notion of teacher commitment, its dimensions and the factors that influence it. The current study first aimed to set priority among the dimensions of EFL instructors\u0026#39; professional commitment through Partial Least Squares Structural Equation Modeling and then investigate the effect of EFL instructors\u0026#39; employment status as full time or part time on their professional commitment through two-tailed t-test. A previously validated EFL Teachers\u0026#39; Professional Commitment Questionnaire was employed to collect data from 420 EFL male and female university instructors. The results exhibited a significant difference between these two variables in total. One of the important implications of this research ...","downloadable_attachments":[{"id":80730832,"asset_id":71350051,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":211014603,"first_name":"Razieh","last_name":"Ganjali","domain_name":"independent","page_name":"RGanjali","display_name":"Razieh Ganjali","profile_url":"https://independent.academia.edu/RGanjali?f_ri=33269","photo":"https://0.academia-photos.com/211014603/70490873/58911098/s65_razieh.ganjali.png"}],"research_interests":[{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":48291,"name":"Professional Commitment","url":"https://www.academia.edu/Documents/in/Professional_Commitment?f_ri=33269","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false},{"id":126788,"name":"English Language Teaching (ELT)","url":"https://www.academia.edu/Documents/in/English_Language_Teaching_ELT_?f_ri=33269","nofollow":false},{"id":316921,"name":"English EFL TEFL learning","url":"https://www.academia.edu/Documents/in/English_EFL_TEFL_learning?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26543909" data-work_id="26543909" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26543909/Development_of_Cross_Cultural_Competencies_Lesson_Plan_Instructional_Context">Development of Cross-Cultural Competencies Lesson Plan Instructional Context</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Since I am not yet a teacher but have worked as one for an L2 classroom in Cusco, Peru teaching preschoolers through 2 nd. graders, I know what it takes to keep them focus and occupied in the subject matter. I have developed a couple of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26543909" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Since I am not yet a teacher but have worked as one for an L2 classroom in Cusco, Peru teaching preschoolers through 2 nd. graders, I know what it takes to keep them focus and occupied in the subject matter. I have developed a couple of strategies to keep them interested. Since children need relationships with caring adults who engage in many one-on-one, face-to-face interactions with them to support their oral language development and lay the foundation for later literacy learning. I have had 10 students per class which I had done twice a week for 6 months. All the students are L1-L2 beginner level. Do to the fact that my students are beginner level preschoolers through 2 nd. grade their attention span is minimal and their English proficiency is also minimal so the class lasts about 1 ½ hours.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26543909" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b41f413a272c5c5c221fccb7e5d708aa" rel="nofollow" data-download="{"attachment_id":46837102,"asset_id":26543909,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46837102/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5599833" href="https://alliant.academia.edu/GuillermoRivera">Guillermo Rivera</a><script data-card-contents-for-user="5599833" type="text/json">{"id":5599833,"first_name":"Guillermo","last_name":"Rivera","domain_name":"alliant","page_name":"GuillermoRivera","display_name":"Guillermo Rivera","profile_url":"https://alliant.academia.edu/GuillermoRivera?f_ri=33269","photo":"https://0.academia-photos.com/5599833/3332311/3921046/s65_guillermo.rivera.jpg"}</script></span></span></li><li class="js-paper-rank-work_26543909 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26543909"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26543909, container: ".js-paper-rank-work_26543909", }); });</script></li><li class="js-percentile-work_26543909 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26543909; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_26543909"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_26543909 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="26543909"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26543909; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26543909]").text(description); $(".js-view-count-work_26543909").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26543909").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26543909"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="119855" href="https://www.academia.edu/Documents/in/Professional_development_of_ESL_EFL_teachers">Professional development of ESL/EFL teachers</a>, <script data-card-contents-for-ri="119855" type="text/json">{"id":119855,"name":"Professional development of ESL/EFL teachers","url":"https://www.academia.edu/Documents/in/Professional_development_of_ESL_EFL_teachers?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="972644" href="https://www.academia.edu/Documents/in/Teaching_ESL_EFL">Teaching ESL/EFL</a>, <script data-card-contents-for-ri="972644" type="text/json">{"id":972644,"name":"Teaching ESL/EFL","url":"https://www.academia.edu/Documents/in/Teaching_ESL_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1023347" href="https://www.academia.edu/Documents/in/Teaching_Culture_In_the_EFL_Classroom">Teaching Culture In the EFL Classroom</a><script data-card-contents-for-ri="1023347" type="text/json">{"id":1023347,"name":"Teaching Culture In the EFL Classroom","url":"https://www.academia.edu/Documents/in/Teaching_Culture_In_the_EFL_Classroom?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26543909]'), work: {"id":26543909,"title":"Development of Cross-Cultural Competencies Lesson Plan Instructional Context","created_at":"2016-06-27T11:56:03.168-07:00","url":"https://www.academia.edu/26543909/Development_of_Cross_Cultural_Competencies_Lesson_Plan_Instructional_Context?f_ri=33269","dom_id":"work_26543909","summary":"Since I am not yet a teacher but have worked as one for an L2 classroom in Cusco, Peru teaching preschoolers through 2 nd. graders, I know what it takes to keep them focus and occupied in the subject matter. I have developed a couple of strategies to keep them interested. Since children need relationships with caring adults who engage in many one-on-one, face-to-face interactions with them to support their oral language development and lay the foundation for later literacy learning. I have had 10 students per class which I had done twice a week for 6 months. All the students are L1-L2 beginner level. Do to the fact that my students are beginner level preschoolers through 2 nd. grade their attention span is minimal and their English proficiency is also minimal so the class lasts about 1 ½ hours.","downloadable_attachments":[{"id":46837102,"asset_id":26543909,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5599833,"first_name":"Guillermo","last_name":"Rivera","domain_name":"alliant","page_name":"GuillermoRivera","display_name":"Guillermo Rivera","profile_url":"https://alliant.academia.edu/GuillermoRivera?f_ri=33269","photo":"https://0.academia-photos.com/5599833/3332311/3921046/s65_guillermo.rivera.jpg"}],"research_interests":[{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":119855,"name":"Professional development of ESL/EFL teachers","url":"https://www.academia.edu/Documents/in/Professional_development_of_ESL_EFL_teachers?f_ri=33269","nofollow":false},{"id":972644,"name":"Teaching ESL/EFL","url":"https://www.academia.edu/Documents/in/Teaching_ESL_EFL?f_ri=33269","nofollow":false},{"id":1023347,"name":"Teaching Culture In the EFL Classroom","url":"https://www.academia.edu/Documents/in/Teaching_Culture_In_the_EFL_Classroom?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72859706" data-work_id="72859706" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72859706/Communicative_Game_Based_Learning_in_Efl_Grammar_Class_Suggested_Activities_and_Students_Perception">Communicative Game-Based Learning in Efl Grammar Class: Suggested Activities and Students’ Perception</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72859706" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. The aims of this paper are to give an alternative solution to that problem by offering some ideas of game-based activities and to investigate students’ perception of the implementation of communicative game-based grammar learning. Using pre- and post-study questionnaire, the research study was conducted with 30 adult EFL le...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72859706" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5a9af4bca0de1f41da7b61559182d9a4" rel="nofollow" data-download="{"attachment_id":81617108,"asset_id":72859706,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81617108/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="69077986" href="https://independent.academia.edu/MalahayatiSiahaan">Malahayati Siahaan</a><script data-card-contents-for-user="69077986" type="text/json">{"id":69077986,"first_name":"Malahayati","last_name":"Siahaan","domain_name":"independent","page_name":"MalahayatiSiahaan","display_name":"Malahayati Siahaan","profile_url":"https://independent.academia.edu/MalahayatiSiahaan?f_ri=33269","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_72859706 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72859706"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72859706, container: ".js-paper-rank-work_72859706", }); });</script></li><li class="js-percentile-work_72859706 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 72859706; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_72859706"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_72859706 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="72859706"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 72859706; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=72859706]").text(description); $(".js-view-count-work_72859706").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72859706").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72859706"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10641" href="https://www.academia.edu/Documents/in/Game_Based_Learning">Game Based Learning</a>, <script data-card-contents-for-ri="10641" type="text/json">{"id":10641,"name":"Game Based Learning","url":"https://www.academia.edu/Documents/in/Game_Based_Learning?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17282" href="https://www.academia.edu/Documents/in/English_Grammar">English Grammar</a>, <script data-card-contents-for-ri="17282" type="text/json">{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33016" href="https://www.academia.edu/Documents/in/Games_for_Learning">Games for Learning</a><script data-card-contents-for-ri="33016" type="text/json">{"id":33016,"name":"Games for Learning","url":"https://www.academia.edu/Documents/in/Games_for_Learning?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72859706]'), work: {"id":72859706,"title":"Communicative Game-Based Learning in Efl Grammar Class: Suggested Activities and Students’ Perception","created_at":"2022-03-02T21:05:13.966-08:00","url":"https://www.academia.edu/72859706/Communicative_Game_Based_Learning_in_Efl_Grammar_Class_Suggested_Activities_and_Students_Perception?f_ri=33269","dom_id":"work_72859706","summary":"The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. The aims of this paper are to give an alternative solution to that problem by offering some ideas of game-based activities and to investigate students’ perception of the implementation of communicative game-based grammar learning. Using pre- and post-study questionnaire, the research study was conducted with 30 adult EFL le...","downloadable_attachments":[{"id":81617108,"asset_id":72859706,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":69077986,"first_name":"Malahayati","last_name":"Siahaan","domain_name":"independent","page_name":"MalahayatiSiahaan","display_name":"Malahayati Siahaan","profile_url":"https://independent.academia.edu/MalahayatiSiahaan?f_ri=33269","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=33269","nofollow":false},{"id":10641,"name":"Game Based Learning","url":"https://www.academia.edu/Documents/in/Game_Based_Learning?f_ri=33269","nofollow":false},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=33269","nofollow":false},{"id":33016,"name":"Games for Learning","url":"https://www.academia.edu/Documents/in/Games_for_Learning?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269"},{"id":40639,"name":"Student Attitudes and Perceptions","url":"https://www.academia.edu/Documents/in/Student_Attitudes_and_Perceptions?f_ri=33269"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269"},{"id":118853,"name":"Communicative Language Teaching","url":"https://www.academia.edu/Documents/in/Communicative_Language_Teaching?f_ri=33269"},{"id":154904,"name":"Communicative Competence","url":"https://www.academia.edu/Documents/in/Communicative_Competence?f_ri=33269"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching?f_ri=33269"},{"id":730570,"name":"Communicative Approach","url":"https://www.academia.edu/Documents/in/Communicative_Approach?f_ri=33269"},{"id":1453183,"name":"Effectiveness of Using Games In Teaching Grammar to Young Learners","url":"https://www.academia.edu/Documents/in/Effectiveness_of_Using_Games_In_Teaching_Grammar_to_Young_Learners?f_ri=33269"},{"id":1633304,"name":"applying games in teaching English grammar","url":"https://www.academia.edu/Documents/in/applying_games_in_teaching_English_grammar?f_ri=33269"},{"id":2453329,"name":"Indonesian EFL students","url":"https://www.academia.edu/Documents/in/Indonesian_EFL_students?f_ri=33269"},{"id":3406106,"name":"Critical Reading Response","url":"https://www.academia.edu/Documents/in/Critical_Reading_Response?f_ri=33269"},{"id":3646520,"name":"Mala","url":"https://www.academia.edu/Documents/in/Mala?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71554846" data-work_id="71554846" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71554846/Mizumoto_A_Pinchbeck_G_G_and_McLean_S_2021_Comparisons_of_word_lists_on_new_word_level_checker_Vocabulary_Learning_and_Instruction_10_2_30_41_https_doi_org_10_7820_vli_v10_2_mizumoto">Mizumoto, A. Pinchbeck, G.G., and McLean, S. (2021). Comparisons of word lists on new word level checker. Vocabulary Learning and Instruction, 10(2), 30–41. https://doi. org/10.7820/vli.v10.2.mizumoto</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper introduces a novel online vocabulary profiling application called the New Word Level Checker (<a href="https://nwlc.pythonanywhere.com/" rel="nofollow">https://nwlc.pythonanywhere.com/</a>) and word list resources used by the application. First, the rationale for developing another web... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71554846" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper introduces a novel online vocabulary profiling application called the New Word Level Checker (<a href="https://nwlc.pythonanywhere.com/" rel="nofollow">https://nwlc.pythonanywhere.com/</a>) and word list resources used by the application. First, the rationale for developing another web vocabulary profiler and the word lists included in the application are described. Next, the lexical units (i.e., how words are counted) and rules (e.g., case sensitivity, contractions, abbreviations with periods, hyphenated words, and compounds) employed in the application are explained. Then, the word lists adopted for the application are compared to show which lists are best used for different purposes. Pedagogical implications of the use of the application and word lists are discussed, especially focusing on matching learners with vocabulary-level appropriate tests.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71554846" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8de7bc280c5fa9461f6151acaff75df9" rel="nofollow" data-download="{"attachment_id":80847852,"asset_id":71554846,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80847852/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="111647383" href="https://kindai.academia.edu/StuartMcLean">Stuart McLean</a><script data-card-contents-for-user="111647383" type="text/json">{"id":111647383,"first_name":"Stuart","last_name":"McLean","domain_name":"kindai","page_name":"StuartMcLean","display_name":"Stuart McLean","profile_url":"https://kindai.academia.edu/StuartMcLean?f_ri=33269","photo":"https://0.academia-photos.com/111647383/32769927/29483618/s65_stuart.mclean.jpg"}</script></span></span></li><li class="js-paper-rank-work_71554846 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71554846"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71554846, container: ".js-paper-rank-work_71554846", }); 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$(".js-view-count[data-work-id=71554846]").text(description); $(".js-view-count-work_71554846").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71554846").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71554846"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7492" href="https://www.academia.edu/Documents/in/Non-Native_English_Speaking_Professionals_in_TESOL">Non-Native English Speaking Professionals in TESOL</a>, <script data-card-contents-for-ri="7492" type="text/json">{"id":7492,"name":"Non-Native English Speaking Professionals in TESOL","url":"https://www.academia.edu/Documents/in/Non-Native_English_Speaking_Professionals_in_TESOL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7709" href="https://www.academia.edu/Documents/in/Applied_Linguistics">Applied Linguistics</a>, <script data-card-contents-for-ri="7709" type="text/json">{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10157" href="https://www.academia.edu/Documents/in/Corpus_Linguistics">Corpus Linguistics</a><script data-card-contents-for-ri="10157" type="text/json">{"id":10157,"name":"Corpus Linguistics","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71554846]'), work: {"id":71554846,"title":"Mizumoto, A. Pinchbeck, G.G., and McLean, S. (2021). Comparisons of word lists on new word level checker. Vocabulary Learning and Instruction, 10(2), 30–41. https://doi. org/10.7820/vli.v10.2.mizumoto","created_at":"2022-02-14T20:09:53.617-08:00","url":"https://www.academia.edu/71554846/Mizumoto_A_Pinchbeck_G_G_and_McLean_S_2021_Comparisons_of_word_lists_on_new_word_level_checker_Vocabulary_Learning_and_Instruction_10_2_30_41_https_doi_org_10_7820_vli_v10_2_mizumoto?f_ri=33269","dom_id":"work_71554846","summary":"This paper introduces a novel online vocabulary profiling application called the New Word Level Checker (https://nwlc.pythonanywhere.com/) and word list resources used by the application. First, the rationale for developing another web vocabulary profiler and the word lists included in the application are described. Next, the lexical units (i.e., how words are counted) and rules (e.g., case sensitivity, contractions, abbreviations with periods, hyphenated words, and compounds) employed in the application are explained. Then, the word lists adopted for the application are compared to show which lists are best used for different purposes. Pedagogical implications of the use of the application and word lists are discussed, especially focusing on matching learners with vocabulary-level appropriate tests.","downloadable_attachments":[{"id":80847852,"asset_id":71554846,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":111647383,"first_name":"Stuart","last_name":"McLean","domain_name":"kindai","page_name":"StuartMcLean","display_name":"Stuart McLean","profile_url":"https://kindai.academia.edu/StuartMcLean?f_ri=33269","photo":"https://0.academia-photos.com/111647383/32769927/29483618/s65_stuart.mclean.jpg"}],"research_interests":[{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false},{"id":7492,"name":"Non-Native English Speaking Professionals in TESOL","url":"https://www.academia.edu/Documents/in/Non-Native_English_Speaking_Professionals_in_TESOL?f_ri=33269","nofollow":false},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=33269","nofollow":false},{"id":10157,"name":"Corpus Linguistics","url":"https://www.academia.edu/Documents/in/Corpus_Linguistics?f_ri=33269","nofollow":false},{"id":22023,"name":"Vocabulary Acquisition","url":"https://www.academia.edu/Documents/in/Vocabulary_Acquisition?f_ri=33269"},{"id":29524,"name":"Vocabulary Learning","url":"https://www.academia.edu/Documents/in/Vocabulary_Learning?f_ri=33269"},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269"},{"id":42190,"name":"Second language vocabulary acquisition","url":"https://www.academia.edu/Documents/in/Second_language_vocabulary_acquisition?f_ri=33269"},{"id":61550,"name":"Vocabulary Learning in ESL","url":"https://www.academia.edu/Documents/in/Vocabulary_Learning_in_ESL?f_ri=33269"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_?f_ri=33269"},{"id":194910,"name":"Tesol Education","url":"https://www.academia.edu/Documents/in/Tesol_Education?f_ri=33269"},{"id":302094,"name":"Applied Linguistics and TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_and_TESOL?f_ri=33269"},{"id":316921,"name":"English EFL TEFL learning","url":"https://www.academia.edu/Documents/in/English_EFL_TEFL_learning?f_ri=33269"},{"id":545093,"name":"ESL/EFL Writing","url":"https://www.academia.edu/Documents/in/ESL_EFL_Writing?f_ri=33269"},{"id":871382,"name":"English Vocabulary","url":"https://www.academia.edu/Documents/in/English_Vocabulary?f_ri=33269"},{"id":963225,"name":"EFL/ESL/TESOL","url":"https://www.academia.edu/Documents/in/EFL_ESL_TESOL?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43558419" data-work_id="43558419" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43558419/To_What_Extent_Does_Using_Pictures_and_Texts_for_Foreign_Language_Learning_Affect_Students_Learning_Outcome">To What Extent Does Using Pictures and Texts for Foreign Language Learning Affect Students' Learning Outcome</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this study was to investigate the relationship between the use of pictures and students learning outcome. More specifically, the study aimed to examine the effect of using pictures for foreign language learning on the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43558419" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this study was to investigate the relationship between the use of pictures and students learning outcome. More specifically, the study aimed to examine the effect of using pictures for foreign language learning on the students’ learning outcome.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43558419" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fd62171953ddbb3efc9105f993adda8f" rel="nofollow" data-download="{"attachment_id":63866159,"asset_id":43558419,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63866159/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="56633399" href="https://turn-de.academia.edu/RahmanDemirkol">Rahman Demirkol</a><script data-card-contents-for-user="56633399" type="text/json">{"id":56633399,"first_name":"Rahman","last_name":"Demirkol","domain_name":"turn-de","page_name":"RahmanDemirkol","display_name":"Rahman Demirkol","profile_url":"https://turn-de.academia.edu/RahmanDemirkol?f_ri=33269","photo":"https://0.academia-photos.com/56633399/14893307/35602817/s65_rahman.demirkol.jpg"}</script></span></span></li><li class="js-paper-rank-work_43558419 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43558419"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43558419, container: ".js-paper-rank-work_43558419", }); 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$(".js-view-count[data-work-id=43558419]").text(description); $(".js-view-count-work_43558419").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43558419").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43558419"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3419" href="https://www.academia.edu/Documents/in/Multimedia">Multimedia</a>, <script data-card-contents-for-ri="3419" type="text/json">{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1138642" href="https://www.academia.edu/Documents/in/Multimedia_and_ICT_In_English_Teaching">Multimedia and ICT In English Teaching</a><script data-card-contents-for-ri="1138642" type="text/json">{"id":1138642,"name":"Multimedia and ICT In English Teaching","url":"https://www.academia.edu/Documents/in/Multimedia_and_ICT_In_English_Teaching?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43558419]'), work: {"id":43558419,"title":"To What Extent Does Using Pictures and Texts for Foreign Language Learning Affect Students' Learning Outcome","created_at":"2020-07-08T11:48:49.150-07:00","url":"https://www.academia.edu/43558419/To_What_Extent_Does_Using_Pictures_and_Texts_for_Foreign_Language_Learning_Affect_Students_Learning_Outcome?f_ri=33269","dom_id":"work_43558419","summary":"The purpose of this study was to investigate the relationship between the use of pictures and students learning outcome. More specifically, the study aimed to examine the effect of using pictures for foreign language learning on the students’ learning outcome.\n\n","downloadable_attachments":[{"id":63866159,"asset_id":43558419,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":56633399,"first_name":"Rahman","last_name":"Demirkol","domain_name":"turn-de","page_name":"RahmanDemirkol","display_name":"Rahman Demirkol","profile_url":"https://turn-de.academia.edu/RahmanDemirkol?f_ri=33269","photo":"https://0.academia-photos.com/56633399/14893307/35602817/s65_rahman.demirkol.jpg"}],"research_interests":[{"id":3419,"name":"Multimedia","url":"https://www.academia.edu/Documents/in/Multimedia?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":1138642,"name":"Multimedia and ICT In English Teaching","url":"https://www.academia.edu/Documents/in/Multimedia_and_ICT_In_English_Teaching?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44364635" data-work_id="44364635" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44364635/%C3%87elik_S_Ed_2020_Approaches_and_principles_in_English_as_a_foreign_language_EFL_education_3rd_ed_Vizetek">Çelik, S. (Ed.).(2020). Approaches and principles in English as a foreign language (EFL) education (3rd ed.). Vizetek.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44364635" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c13bd747300410a7601e602e2c030b57" rel="nofollow" data-download="{"attachment_id":64761598,"asset_id":44364635,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64761598/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="415332" href="https://trabzon.academia.edu/ServetCelik">Servet Celik</a><script data-card-contents-for-user="415332" type="text/json">{"id":415332,"first_name":"Servet","last_name":"Celik","domain_name":"trabzon","page_name":"ServetCelik","display_name":"Servet Celik","profile_url":"https://trabzon.academia.edu/ServetCelik?f_ri=33269","photo":"https://0.academia-photos.com/415332/163459/38236045/s65_servet.celik.png"}</script></span></span></li><li class="js-paper-rank-work_44364635 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44364635"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44364635, container: ".js-paper-rank-work_44364635", }); 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$(".js-view-count[data-work-id=44364635]").text(description); $(".js-view-count-work_44364635").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44364635").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44364635"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="998" href="https://www.academia.edu/Documents/in/Language_Education">Language Education</a>, <script data-card-contents-for-ri="998" type="text/json">{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10831" href="https://www.academia.edu/Documents/in/Second_Language_Teacher_Education">Second Language Teacher Education</a>, <script data-card-contents-for-ri="10831" type="text/json">{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a><script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44364635]'), work: {"id":44364635,"title":"Çelik, S. (Ed.).(2020). Approaches and principles in English as a foreign language (EFL) education (3rd ed.). Vizetek.","created_at":"2020-10-24T17:08:32.128-07:00","url":"https://www.academia.edu/44364635/%C3%87elik_S_Ed_2020_Approaches_and_principles_in_English_as_a_foreign_language_EFL_education_3rd_ed_Vizetek?f_ri=33269","dom_id":"work_44364635","summary":null,"downloadable_attachments":[{"id":64761598,"asset_id":44364635,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":415332,"first_name":"Servet","last_name":"Celik","domain_name":"trabzon","page_name":"ServetCelik","display_name":"Servet Celik","profile_url":"https://trabzon.academia.edu/ServetCelik?f_ri=33269","photo":"https://0.academia-photos.com/415332/163459/38236045/s65_servet.celik.png"}],"research_interests":[{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education?f_ri=33269","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false},{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education?f_ri=33269","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=33269","nofollow":false},{"id":21475,"name":"Foreign language teaching and learning","url":"https://www.academia.edu/Documents/in/Foreign_language_teaching_and_learning?f_ri=33269"},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269"},{"id":44878,"name":"Methodology and Didactics of Foreign Language Teaching","url":"https://www.academia.edu/Documents/in/Methodology_and_Didactics_of_Foreign_Language_Teaching?f_ri=33269"},{"id":92636,"name":"Modern Foreign Language Teacher Education and Training","url":"https://www.academia.edu/Documents/in/Modern_Foreign_Language_Teacher_Education_and_Training?f_ri=33269"},{"id":93910,"name":"Foreign Language Education","url":"https://www.academia.edu/Documents/in/Foreign_Language_Education?f_ri=33269"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_?f_ri=33269"},{"id":142212,"name":"Teaching English","url":"https://www.academia.edu/Documents/in/Teaching_English?f_ri=33269"},{"id":150026,"name":"Teaching EFL and Teacher Training","url":"https://www.academia.edu/Documents/in/Teaching_EFL_and_Teacher_Training?f_ri=33269"},{"id":237850,"name":"Second and foreign language teacher education x","url":"https://www.academia.edu/Documents/in/Second_and_foreign_language_teacher_education_x?f_ri=33269"},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=33269"},{"id":454896,"name":"English language education","url":"https://www.academia.edu/Documents/in/English_language_education?f_ri=33269"},{"id":484227,"name":"Language in Education","url":"https://www.academia.edu/Documents/in/Language_in_Education?f_ri=33269"},{"id":620077,"name":"English Language Teaching","url":"https://www.academia.edu/Documents/in/English_Language_Teaching-1?f_ri=33269"},{"id":963225,"name":"EFL/ESL/TESOL","url":"https://www.academia.edu/Documents/in/EFL_ESL_TESOL?f_ri=33269"},{"id":972644,"name":"Teaching ESL/EFL","url":"https://www.academia.edu/Documents/in/Teaching_ESL_EFL?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66768997" data-work_id="66768997" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66768997/Performance_Tasks_as_Alternative_Assessment_for_Young_EFL_Learners_Does_Practice_Match_the_Curriculum_Proposal">Performance Tasks as Alternative Assessment for Young EFL Learners: Does Practice Match the Curriculum Proposal?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper reports the findings of a studywhich investigates performance tasks as a means of alternative assessment for young EFL learners. The study specifically looks into the match between what is proposed by the Primary English... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66768997" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper reports the findings of a studywhich investigates performance tasks as a means of alternative assessment for young EFL learners. The study specifically looks into the match between what is proposed by the Primary English Curriculum and what is actually done in classrooms concerning the characteristics, implementation process, and evaluation of these tasks from teachers’ point of view. In addition, the opinions of teachers, in relation to whether these tasks have any contribution to language learning are also elicited. 43 young-learner English teachers working in ten schools participated in the study. Data has been collected from questionnaires, interviews, and document analysis. The findings reveal that the intended goals of performance tasks have been moderately achieved, but in certain areas have weaknesses. Overall, the study has produced some implications for practice regarding alternative assessment. © 2013 IOJES. All rights reserved</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66768997" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="522710722e74609f033d3748d71b7d29" rel="nofollow" data-download="{"attachment_id":77833083,"asset_id":66768997,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77833083/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3786821" href="https://cukurova.academia.edu/Ranay%C4%B1ld%C4%B1r%C4%B1m">Rana YILDIRIM</a><script data-card-contents-for-user="3786821" type="text/json">{"id":3786821,"first_name":"Rana","last_name":"YILDIRIM","domain_name":"cukurova","page_name":"Ranayıldırım","display_name":"Rana YILDIRIM","profile_url":"https://cukurova.academia.edu/Ranay%C4%B1ld%C4%B1r%C4%B1m?f_ri=33269","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_66768997 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66768997"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66768997, container: ".js-paper-rank-work_66768997", }); 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$(".js-view-count[data-work-id=66768997]").text(description); $(".js-view-count-work_66768997").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66768997").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66768997"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="422" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1750" href="https://www.academia.edu/Documents/in/Assessment">Assessment</a>, <script data-card-contents-for-ri="1750" type="text/json">{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18045" href="https://www.academia.edu/Documents/in/Language_Assessment">Language Assessment</a>, <script data-card-contents-for-ri="18045" type="text/json">{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66768997]'), work: {"id":66768997,"title":"Performance Tasks as Alternative Assessment for Young EFL Learners: Does Practice Match the Curriculum Proposal?","created_at":"2022-01-01T02:03:30.201-08:00","url":"https://www.academia.edu/66768997/Performance_Tasks_as_Alternative_Assessment_for_Young_EFL_Learners_Does_Practice_Match_the_Curriculum_Proposal?f_ri=33269","dom_id":"work_66768997","summary":"This paper reports the findings of a studywhich investigates performance tasks as a means of alternative assessment for young EFL learners. The study specifically looks into the match between what is proposed by the Primary English Curriculum and what is actually done in classrooms concerning the characteristics, implementation process, and evaluation of these tasks from teachers’ point of view. In addition, the opinions of teachers, in relation to whether these tasks have any contribution to language learning are also elicited. 43 young-learner English teachers working in ten schools participated in the study. Data has been collected from questionnaires, interviews, and document analysis. The findings reveal that the intended goals of performance tasks have been moderately achieved, but in certain areas have weaknesses. Overall, the study has produced some implications for practice regarding alternative assessment. © 2013 IOJES. All rights reserved","downloadable_attachments":[{"id":77833083,"asset_id":66768997,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3786821,"first_name":"Rana","last_name":"YILDIRIM","domain_name":"cukurova","page_name":"Ranayıldırım","display_name":"Rana YILDIRIM","profile_url":"https://cukurova.academia.edu/Ranay%C4%B1ld%C4%B1r%C4%B1m?f_ri=33269","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=33269","nofollow":false},{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=33269","nofollow":false},{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":55574,"name":"Alternative Assessment","url":"https://www.academia.edu/Documents/in/Alternative_Assessment?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15830064" data-work_id="15830064" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15830064/Unequal_Participation_and_Willingness_to_Communicate">Unequal Participation and Willingness to Communicate</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Students who are reluctant to speak out in the classroom are commonly encountered by language teachers. As part of a teaching journal project, this paper is a self-refection based on observations of student behavior and performance during... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15830064" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Students who are reluctant to speak out in the classroom are commonly encountered by language teachers. As part of a teaching journal project, this paper is a self-refection based on observations of student behavior and performance during English Discussion Class (EDC) at a private Japanese university. Two classes were observed during a fourteen-week fall semester with a focus on four students who did not participate as much as their peers. Possible causes of unequal participation are discussed using a model of willingness to communicate (WTC). Instances of teacher intervention to alleviate the problem are described, and changes in student behavior and performance are noted. Several concrete measures that may be effective for encouraging equal participation are suggested. This paper concludes by suggesting future strategies for addressing the issue of students participating less than their peers.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15830064" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e7d54970332c85bf5a5745cd54f8e926" rel="nofollow" data-download="{"attachment_id":38806821,"asset_id":15830064,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38806821/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14299239" href="https://rikkyo.academia.edu/BradBarker">Brad Barker</a><script data-card-contents-for-user="14299239" type="text/json">{"id":14299239,"first_name":"Brad","last_name":"Barker","domain_name":"rikkyo","page_name":"BradBarker","display_name":"Brad Barker","profile_url":"https://rikkyo.academia.edu/BradBarker?f_ri=33269","photo":"https://0.academia-photos.com/14299239/8994744/47592573/s65_brad.barker.png"}</script></span></span></li><li class="js-paper-rank-work_15830064 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15830064"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15830064, container: ".js-paper-rank-work_15830064", }); 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$(".js-view-count[data-work-id=15830064]").text(description); $(".js-view-count-work_15830064").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15830064").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15830064"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="52984" href="https://www.academia.edu/Documents/in/Teaching_speaking">Teaching speaking</a>, <script data-card-contents-for-ri="52984" type="text/json">{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a><script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15830064]'), work: {"id":15830064,"title":"Unequal Participation and Willingness to Communicate","created_at":"2015-09-17T21:37:50.387-07:00","url":"https://www.academia.edu/15830064/Unequal_Participation_and_Willingness_to_Communicate?f_ri=33269","dom_id":"work_15830064","summary":"Students who are reluctant to speak out in the classroom are commonly encountered by language teachers. As part of a teaching journal project, this paper is a self-refection based on observations of student behavior and performance during English Discussion Class (EDC) at a private Japanese university. Two classes were observed during a fourteen-week fall semester with a focus on four students who did not participate as much as their peers. Possible causes of unequal participation are discussed using a model of willingness to communicate (WTC). Instances of teacher intervention to alleviate the problem are described, and changes in student behavior and performance are noted. Several concrete measures that may be effective for encouraging equal participation are suggested. This paper concludes by suggesting future strategies for addressing the issue of students participating less than their peers.","downloadable_attachments":[{"id":38806821,"asset_id":15830064,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14299239,"first_name":"Brad","last_name":"Barker","domain_name":"rikkyo","page_name":"BradBarker","display_name":"Brad Barker","profile_url":"https://rikkyo.academia.edu/BradBarker?f_ri=33269","photo":"https://0.academia-photos.com/14299239/8994744/47592573/s65_brad.barker.png"}],"research_interests":[{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=33269","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false},{"id":495683,"name":"Willingness to Communicate (WTC)","url":"https://www.academia.edu/Documents/in/Willingness_to_Communicate_WTC_?f_ri=33269"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25783941" data-work_id="25783941" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25783941/Intonation_bridging_activities_Meaningful_practice_for_final_intonation">Intonation bridging activities: Meaningful practice for final intonation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">A pronunciation teaching tip from the 2015 Pronunciation in Second Language Learning and Teaching Conference.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25783941" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="21f2b82fc3449a2c92d9647b4bd1e5c0" rel="nofollow" data-download="{"attachment_id":46141932,"asset_id":25783941,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen 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type="text/json">{"id":15646,"name":"Intonation","url":"https://www.academia.edu/Documents/in/Intonation?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31224" href="https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation">Phonetics and Pronunciation</a>, <script data-card-contents-for-ri="31224" type="text/json">{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=25783941]'), work: {"id":25783941,"title":"Intonation bridging activities: Meaningful practice for final intonation","created_at":"2016-06-01T13:05:49.599-07:00","url":"https://www.academia.edu/25783941/Intonation_bridging_activities_Meaningful_practice_for_final_intonation?f_ri=33269","dom_id":"work_25783941","summary":"A pronunciation teaching tip from the 2015 Pronunciation in Second Language Learning and Teaching Conference.","downloadable_attachments":[{"id":46141932,"asset_id":25783941,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26335949,"first_name":"John","last_name":"Levis","domain_name":"iastate","page_name":"JLevis","display_name":"John Levis","profile_url":"https://iastate.academia.edu/JLevis?f_ri=33269","photo":"https://0.academia-photos.com/26335949/7761204/32785997/s65_john.levis.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false},{"id":15646,"name":"Intonation","url":"https://www.academia.edu/Documents/in/Intonation?f_ri=33269","nofollow":false},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":94965,"name":"English intonation","url":"https://www.academia.edu/Documents/in/English_intonation?f_ri=33269"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269"},{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=33269"},{"id":103351,"name":"ELT and 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Pronunciation","url":"https://www.academia.edu/Documents/in/Teaching_English_Pronunciation?f_ri=33269"},{"id":1242175,"name":"ESL/EFL Pronunciation","url":"https://www.academia.edu/Documents/in/ESL_EFL_Pronunciation?f_ri=33269"},{"id":1361599,"name":"EFL Pronunciation Teaching and Learning","url":"https://www.academia.edu/Documents/in/EFL_Pronunciation_Teaching_and_Learning?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12403847" data-work_id="12403847" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12403847/Teaching_English_Through_English_Not_an_All_or_Nothing_Approach">Teaching English Through English: Not an All-or-Nothing Approach</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Few will argue that Teaching English through English (TETE) is an approach that many practitioners have a definite opinion on. Some praise it as the best way to conduct ESL/EFL classes; others criticize it as being inappropriate and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12403847" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Few will argue that Teaching English through English (TETE) is an approach that many practitioners have a definite opinion on. Some praise it as the best way to conduct ESL/EFL classes; others criticize it as being inappropriate and ineffective.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12403847" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="536353ffbe9c57e7acd0feff496e5198" rel="nofollow" data-download="{"attachment_id":37646727,"asset_id":12403847,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37646727/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="256521" href="https://chosun.academia.edu/DavidShaffer">David Shaffer</a><script data-card-contents-for-user="256521" type="text/json">{"id":256521,"first_name":"David","last_name":"Shaffer","domain_name":"chosun","page_name":"DavidShaffer","display_name":"David Shaffer","profile_url":"https://chosun.academia.edu/DavidShaffer?f_ri=33269","photo":"https://0.academia-photos.com/256521/63764/10848563/s65_david.shaffer.jpg"}</script></span></span></li><li class="js-paper-rank-work_12403847 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12403847"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12403847, container: ".js-paper-rank-work_12403847", }); 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$(".js-view-count[data-work-id=12403847]").text(description); $(".js-view-count-work_12403847").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12403847").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12403847"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">30</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="998" href="https://www.academia.edu/Documents/in/Language_Education">Language Education</a>, <script data-card-contents-for-ri="998" type="text/json">{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a><script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12403847]'), work: {"id":12403847,"title":"Teaching English Through English: Not an All-or-Nothing Approach","created_at":"2015-05-15T14:12:00.409-07:00","url":"https://www.academia.edu/12403847/Teaching_English_Through_English_Not_an_All_or_Nothing_Approach?f_ri=33269","dom_id":"work_12403847","summary":"Few will argue that Teaching English through English (TETE) is an approach that many practitioners have a definite opinion on. Some praise it as the best way to conduct ESL/EFL classes; others criticize it as being inappropriate and ineffective.","downloadable_attachments":[{"id":37646727,"asset_id":12403847,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":256521,"first_name":"David","last_name":"Shaffer","domain_name":"chosun","page_name":"DavidShaffer","display_name":"David Shaffer","profile_url":"https://chosun.academia.edu/DavidShaffer?f_ri=33269","photo":"https://0.academia-photos.com/256521/63764/10848563/s65_david.shaffer.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=33269","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33269","nofollow":false},{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education?f_ri=33269","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=33269","nofollow":false},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=33269"},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=33269"},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=33269"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=33269"},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=33269"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=33269"},{"id":9918,"name":"Teaching of Foreign Languages","url":"https://www.academia.edu/Documents/in/Teaching_of_Foreign_Languages?f_ri=33269"},{"id":10831,"name":"Second Language Teacher 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EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=33269"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=33269"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=33269"},{"id":51126,"name":"English Education","url":"https://www.academia.edu/Documents/in/English_Education?f_ri=33269"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269"},{"id":119855,"name":"Professional development of ESL/EFL teachers","url":"https://www.academia.edu/Documents/in/Professional_development_of_ESL_EFL_teachers?f_ri=33269"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_?f_ri=33269"},{"id":150026,"name":"Teaching EFL and Teacher Training","url":"https://www.academia.edu/Documents/in/Teaching_EFL_and_Teacher_Training?f_ri=33269"},{"id":225815,"name":"Second Language Acquisiton","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisiton?f_ri=33269"},{"id":624707,"name":"English Language","url":"https://www.academia.edu/Documents/in/English_Language-2?f_ri=33269"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66642223" data-work_id="66642223" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66642223/Language_Teaching_Techniques_for_Pronouncing_the_Past_Tense_Phonemes_t_d_and_%C9%AAd_in_Regular_Verbs_When_Reading_Aloud">Language Teaching Techniques for Pronouncing the Past Tense Phonemes /t/, /d/, and /ɪd/ in Regular Verbs When Reading Aloud</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article presents the results of a research study based on two language teaching techniques, drilling and color-coding, and their effect on the correct pronunciation of the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66642223" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article presents the results of a research study based on two language teaching techniques, drilling and color-coding, and their effect on the correct pronunciation of the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs in simple past tense when reading aloud; the population of this study was composed of twelve young adults. Qualitative and quantitative data from two instruments: an identification tally sheet and a questionnaire were gathered. The results obtained in the pre and post-test (identification tally sheet) and the performance of the participants from the experimental groups (B and C) showed that there was a positive impact on the accurate production of the past tense phonemes when reading aloud. Lastly, this research study provides evidence to claim the teaching of drilling and color-coding techniques are useful to pronounce the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs correctly.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66642223" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="24277999c08623552cf93351ae23b193" rel="nofollow" data-download="{"attachment_id":77753676,"asset_id":66642223,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77753676/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="169634188" href="https://una-cr.academia.edu/PriscillaCarranzaMarchena">Priscilla Carranza Marchena</a><script data-card-contents-for-user="169634188" type="text/json">{"id":169634188,"first_name":"Priscilla","last_name":"Carranza Marchena","domain_name":"una-cr","page_name":"PriscillaCarranzaMarchena","display_name":"Priscilla Carranza Marchena","profile_url":"https://una-cr.academia.edu/PriscillaCarranzaMarchena?f_ri=33269","photo":"https://0.academia-photos.com/169634188/47454575/75749826/s65_priscilla.carranza_marchena.jpg"}</script></span></span></li><li class="js-paper-rank-work_66642223 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66642223"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66642223, container: ".js-paper-rank-work_66642223", }); });</script></li><li class="js-percentile-work_66642223 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66642223; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_66642223"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_66642223 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="66642223"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66642223; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66642223]").text(description); $(".js-view-count-work_66642223").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66642223").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66642223"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31224" href="https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation">Phonetics and Pronunciation</a>, <script data-card-contents-for-ri="31224" type="text/json">{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a><script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66642223]'), work: {"id":66642223,"title":"Language Teaching Techniques for Pronouncing the Past Tense Phonemes /t/, /d/, and /ɪd/ in Regular Verbs When Reading Aloud","created_at":"2021-12-30T16:41:01.184-08:00","url":"https://www.academia.edu/66642223/Language_Teaching_Techniques_for_Pronouncing_the_Past_Tense_Phonemes_t_d_and_%C9%AAd_in_Regular_Verbs_When_Reading_Aloud?f_ri=33269","dom_id":"work_66642223","summary":"This article presents the results of a research study based on two language teaching techniques, drilling and color-coding, and their effect on the correct pronunciation of the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs in simple past tense when reading aloud; the population of this study was composed of twelve young adults. Qualitative and quantitative data from two instruments: an identification tally sheet and a questionnaire were gathered. The results obtained in the pre and post-test (identification tally sheet) and the performance of the participants from the experimental groups (B and C) showed that there was a positive impact on the accurate production of the past tense phonemes when reading aloud. Lastly, this research study provides evidence to claim the teaching of drilling and color-coding techniques are useful to pronounce the past tense phonemes /t/, /d/, and /ɪd/ in regular verbs correctly.","downloadable_attachments":[{"id":77753676,"asset_id":66642223,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":169634188,"first_name":"Priscilla","last_name":"Carranza Marchena","domain_name":"una-cr","page_name":"PriscillaCarranzaMarchena","display_name":"Priscilla Carranza Marchena","profile_url":"https://una-cr.academia.edu/PriscillaCarranzaMarchena?f_ri=33269","photo":"https://0.academia-photos.com/169634188/47454575/75749826/s65_priscilla.carranza_marchena.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=33269","nofollow":false},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false},{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=33269"},{"id":104524,"name":"Pronunciation","url":"https://www.academia.edu/Documents/in/Pronunciation?f_ri=33269"},{"id":123563,"name":"Drilling","url":"https://www.academia.edu/Documents/in/Drilling?f_ri=33269"},{"id":144924,"name":"Epenthetic Vowels","url":"https://www.academia.edu/Documents/in/Epenthetic_Vowels?f_ri=33269"},{"id":565178,"name":"Color Coding","url":"https://www.academia.edu/Documents/in/Color_Coding?f_ri=33269"},{"id":609836,"name":"Reading Aloud","url":"https://www.academia.edu/Documents/in/Reading_Aloud?f_ri=33269"},{"id":977486,"name":"Phonemes","url":"https://www.academia.edu/Documents/in/Phonemes?f_ri=33269"},{"id":1014368,"name":"Spanish speakers","url":"https://www.academia.edu/Documents/in/Spanish_speakers?f_ri=33269"},{"id":2110992,"name":"Past Simple Tense","url":"https://www.academia.edu/Documents/in/Past_Simple_Tense?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14636747" data-work_id="14636747" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14636747/Pragmatics_in_the_EFL_Classroom_An_Introduction">Pragmatics in the EFL Classroom: An Introduction</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Pragmatics in the EFL classroom: An introduction If pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14636747" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Pragmatics in the EFL classroom: An introduction <br /> <br />If pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness raising in order to achieve proficiency in a second language (Charlesbois, 2004). The field itself is quite broad, however, encompassing areas such as speech acts, discourse organization, sociolinguistics, and conversational structure, implicature, and management- all areas not traditionally addressed in language teaching curricula (Bardovi-Harlig & Mehan-Taylor, 2003). For English teachers in Japan largely unfamiliar with pragmatics yet interested in learning more, guidance is needed in exploring its many benefits for improving oral communication skills. This workshop will therefore aim to make pragmatics more accessible and practical by defining the field in lay terms, making a case for its inclusion within an oral communication curriculum for low-intermediate and above learners, and providing specific ideas on which aspects to focus upon and how to teach them. Participants will have an opportunity to experience and reflect on various activities that introduce, practice, and assess progress in building pragmatic competency. Space will also be included for participants to discuss their teaching contexts and exchange ideas on how to effectively introduce pragmatics to their students. <br /> <br />References: <br /> <br />Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3). <br /> <br />Charlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4). <br /> <br />Murray, N. (2009). Rethinking pragmatics pragmatics for the classroom: A deductive approach. PAC7 at JALT2008 Conference Proceedings.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14636747" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2effee23166daf752eaebc4f448693fb" rel="nofollow" data-download="{"attachment_id":38373698,"asset_id":14636747,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38373698/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1147828" href="https://u-toyama.academia.edu/JerryTalandisJr">Jerry Talandis Jr.</a><script data-card-contents-for-user="1147828" type="text/json">{"id":1147828,"first_name":"Jerry","last_name":"Talandis Jr.","domain_name":"u-toyama","page_name":"JerryTalandisJr","display_name":"Jerry Talandis Jr.","profile_url":"https://u-toyama.academia.edu/JerryTalandisJr?f_ri=33269","photo":"https://0.academia-photos.com/1147828/1122706/1406915/s65_jerry.talandis_jr..jpg"}</script></span></span></li><li class="js-paper-rank-work_14636747 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14636747"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14636747, container: ".js-paper-rank-work_14636747", }); 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$(".js-view-count[data-work-id=14636747]").text(description); $(".js-view-count-work_14636747").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14636747").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14636747"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2238" href="https://www.academia.edu/Documents/in/Pragmatics">Pragmatics</a>, <script data-card-contents-for-ri="2238" type="text/json">{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a>, <script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1189679" href="https://www.academia.edu/Documents/in/EFL_In_Japan">EFL In Japan</a><script data-card-contents-for-ri="1189679" type="text/json">{"id":1189679,"name":"EFL In Japan","url":"https://www.academia.edu/Documents/in/EFL_In_Japan?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14636747]'), work: {"id":14636747,"title":"Pragmatics in the EFL Classroom: An Introduction","created_at":"2015-08-03T23:23:04.823-07:00","url":"https://www.academia.edu/14636747/Pragmatics_in_the_EFL_Classroom_An_Introduction?f_ri=33269","dom_id":"work_14636747","summary":"Pragmatics in the EFL classroom: An introduction\r\n\r\nIf pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness raising in order to achieve proficiency in a second language (Charlesbois, 2004). The field itself is quite broad, however, encompassing areas such as speech acts, discourse organization, sociolinguistics, and conversational structure, implicature, and management- all areas not traditionally addressed in language teaching curricula (Bardovi-Harlig \u0026 Mehan-Taylor, 2003). For English teachers in Japan largely unfamiliar with pragmatics yet interested in learning more, guidance is needed in exploring its many benefits for improving oral communication skills. This workshop will therefore aim to make pragmatics more accessible and practical by defining the field in lay terms, making a case for its inclusion within an oral communication curriculum for low-intermediate and above learners, and providing specific ideas on which aspects to focus upon and how to teach them. Participants will have an opportunity to experience and reflect on various activities that introduce, practice, and assess progress in building pragmatic competency. Space will also be included for participants to discuss their teaching contexts and exchange ideas on how to effectively introduce pragmatics to their students. \r\n\r\nReferences: \r\n\r\nBardovi-Harlig, K. \u0026 Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).\r\n\r\nCharlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4).\r\n\r\nMurray, N. (2009). Rethinking pragmatics pragmatics for the classroom: A deductive approach. PAC7 at JALT2008 Conference Proceedings.","downloadable_attachments":[{"id":38373698,"asset_id":14636747,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1147828,"first_name":"Jerry","last_name":"Talandis Jr.","domain_name":"u-toyama","page_name":"JerryTalandisJr","display_name":"Jerry Talandis Jr.","profile_url":"https://u-toyama.academia.edu/JerryTalandisJr?f_ri=33269","photo":"https://0.academia-photos.com/1147828/1122706/1406915/s65_jerry.talandis_jr..jpg"}],"research_interests":[{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false},{"id":1189679,"name":"EFL In Japan","url":"https://www.academia.edu/Documents/in/EFL_In_Japan?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51578447" data-work_id="51578447" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51578447/A_Critical_Look_at_the_EFL_Education_and_the_Challenges_Faced_by_Iranian_Teachers_in_the_Educational_System">A Critical Look at the EFL Education and the Challenges Faced by Iranian Teachers in the Educational System</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51578447" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="21e0855dd705570487e4edb5c2e6ea13" rel="nofollow" data-download="{"attachment_id":69242432,"asset_id":51578447,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69242432/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2689247" href="https://shirazu.academia.edu/ParvinSafari">Parvin Safari</a><script data-card-contents-for-user="2689247" type="text/json">{"id":2689247,"first_name":"Parvin","last_name":"Safari","domain_name":"shirazu","page_name":"ParvinSafari","display_name":"Parvin Safari","profile_url":"https://shirazu.academia.edu/ParvinSafari?f_ri=33269","photo":"https://0.academia-photos.com/2689247/861094/77648244/s65_parvin.safari.jpg"}</script></span></span></li><li class="js-paper-rank-work_51578447 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51578447"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51578447, container: ".js-paper-rank-work_51578447", }); 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$(".js-view-count[data-work-id=51578447]").text(description); $(".js-view-count-work_51578447").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51578447").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51578447"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51578447]'), work: {"id":51578447,"title":"A Critical Look at the EFL Education and the Challenges Faced by Iranian Teachers in the Educational System","created_at":"2021-09-09T02:41:39.964-07:00","url":"https://www.academia.edu/51578447/A_Critical_Look_at_the_EFL_Education_and_the_Challenges_Faced_by_Iranian_Teachers_in_the_Educational_System?f_ri=33269","dom_id":"work_51578447","summary":null,"downloadable_attachments":[{"id":69242432,"asset_id":51578447,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2689247,"first_name":"Parvin","last_name":"Safari","domain_name":"shirazu","page_name":"ParvinSafari","display_name":"Parvin Safari","profile_url":"https://shirazu.academia.edu/ParvinSafari?f_ri=33269","photo":"https://0.academia-photos.com/2689247/861094/77648244/s65_parvin.safari.jpg"}],"research_interests":[{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41505907" data-work_id="41505907" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41505907/Students_perceptions_about_writing_portfolios_A_case_of_Iranian_EFL_students">Students’ perceptions about writing portfolios: A case of Iranian EFL students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Among alternative assessment options, portfolios have received considerable attention in the field of education, but there has been little research exploring students’ perceptions of the portfolio approach or its impact on the learning of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41505907" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Among alternative assessment options, portfolios have received considerable<br />attention in the field of education, but there has been little research exploring students’<br />perceptions of the portfolio approach or its impact on the learning of writing (Lam, 2013).<br />Therefore, this study aimed at investigating students’ perceptions about the effect of<br />portfolio assessment as a process-oriented assessment mechanism on Iranian EFL students’<br />English writing and its sub-skills of focus, elaboration, organization, conventions, and<br />vocabulary. Moreover, the study dealt with students’ perceptions about the use of portfolio<br />assessment in EFL writing. Thirty university students were chosen as the participants.<br />They received the treatment i.e. portfolio assessment in an essay writing course. Students’<br />views and reflections about portfolio assessment were elicited via “Portfolio contribution<br />questionnaire” and individual semi-structured interviews. The results showed that most of<br />the students perceived improvement in overall writing and the sub-skills of focus,<br />elaboration, and organization. Furthermore, students had a positive attitude to the<br />implementation of portfolios. The results have some implications for teaching and<br />assessment of writing in the EFL context.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41505907" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e145c56b62bf9aeadcd37db7f4815013" rel="nofollow" data-download="{"attachment_id":61675939,"asset_id":41505907,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61675939/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="65459694" href="https://independent.academia.edu/ResearchinEnglishLanguagePedagogy">Research in English Language Pedagogy</a><script data-card-contents-for-user="65459694" type="text/json">{"id":65459694,"first_name":"Research in","last_name":"English Language Pedagogy","domain_name":"independent","page_name":"ResearchinEnglishLanguagePedagogy","display_name":"Research in English Language Pedagogy","profile_url":"https://independent.academia.edu/ResearchinEnglishLanguagePedagogy?f_ri=33269","photo":"https://0.academia-photos.com/65459694/17050283/17228432/s65_research_in.english_language_pedagogy.jpg"}</script></span></span></li><li class="js-paper-rank-work_41505907 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41505907"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41505907, container: ".js-paper-rank-work_41505907", }); 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$(".js-view-count[data-work-id=41505907]").text(description); $(".js-view-count-work_41505907").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41505907").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41505907"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="195382" href="https://www.academia.edu/Documents/in/Writing_Skills">Writing Skills</a>, <script data-card-contents-for-ri="195382" type="text/json">{"id":195382,"name":"Writing Skills","url":"https://www.academia.edu/Documents/in/Writing_Skills?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="278880" href="https://www.academia.edu/Documents/in/Iranian_EFL_learners">Iranian EFL learners</a>, <script data-card-contents-for-ri="278880" type="text/json">{"id":278880,"name":"Iranian EFL learners","url":"https://www.academia.edu/Documents/in/Iranian_EFL_learners?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="316921" href="https://www.academia.edu/Documents/in/English_EFL_TEFL_learning">English EFL TEFL learning</a><script data-card-contents-for-ri="316921" type="text/json">{"id":316921,"name":"English EFL TEFL learning","url":"https://www.academia.edu/Documents/in/English_EFL_TEFL_learning?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41505907]'), work: {"id":41505907,"title":"Students’ perceptions about writing portfolios: A case of Iranian EFL students","created_at":"2020-01-03T23:08:53.529-08:00","url":"https://www.academia.edu/41505907/Students_perceptions_about_writing_portfolios_A_case_of_Iranian_EFL_students?f_ri=33269","dom_id":"work_41505907","summary":"Among alternative assessment options, portfolios have received considerable\nattention in the field of education, but there has been little research exploring students’\nperceptions of the portfolio approach or its impact on the learning of writing (Lam, 2013).\nTherefore, this study aimed at investigating students’ perceptions about the effect of\nportfolio assessment as a process-oriented assessment mechanism on Iranian EFL students’\nEnglish writing and its sub-skills of focus, elaboration, organization, conventions, and\nvocabulary. Moreover, the study dealt with students’ perceptions about the use of portfolio\nassessment in EFL writing. Thirty university students were chosen as the participants.\nThey received the treatment i.e. portfolio assessment in an essay writing course. Students’\nviews and reflections about portfolio assessment were elicited via “Portfolio contribution\nquestionnaire” and individual semi-structured interviews. The results showed that most of\nthe students perceived improvement in overall writing and the sub-skills of focus,\nelaboration, and organization. Furthermore, students had a positive attitude to the\nimplementation of portfolios. The results have some implications for teaching and\nassessment of writing in the EFL context.","downloadable_attachments":[{"id":61675939,"asset_id":41505907,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":65459694,"first_name":"Research in","last_name":"English Language Pedagogy","domain_name":"independent","page_name":"ResearchinEnglishLanguagePedagogy","display_name":"Research in English Language Pedagogy","profile_url":"https://independent.academia.edu/ResearchinEnglishLanguagePedagogy?f_ri=33269","photo":"https://0.academia-photos.com/65459694/17050283/17228432/s65_research_in.english_language_pedagogy.jpg"}],"research_interests":[{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":195382,"name":"Writing Skills","url":"https://www.academia.edu/Documents/in/Writing_Skills?f_ri=33269","nofollow":false},{"id":278880,"name":"Iranian EFL learners","url":"https://www.academia.edu/Documents/in/Iranian_EFL_learners?f_ri=33269","nofollow":false},{"id":316921,"name":"English EFL TEFL learning","url":"https://www.academia.edu/Documents/in/English_EFL_TEFL_learning?f_ri=33269","nofollow":false},{"id":382008,"name":"Students' perceptions","url":"https://www.academia.edu/Documents/in/Students_perceptions?f_ri=33269"},{"id":1006264,"name":"Assessment Portfolios","url":"https://www.academia.edu/Documents/in/Assessment_Portfolios?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14403540" data-work_id="14403540" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14403540/Jovana_Dimitrijevi%C4%87_Savi%C4%87_Jelena_Danilovi%C4%87_Derivational_morphology_and_Serbian_EFL_learners_three_perspectives_on_the_acquisition_process">Jovana Dimitrijević Savić, Jelena Danilović -- Derivational morphology and Serbian EFL learners: three perspectives on the acquisition process</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although it has long been an under-researched topic in the field of applied linguistics, morphological knowledge is nowadays regarded as a key component of vocabulary acquisition. The past two decades have witnessed a proliferation of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14403540" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although it has long been an under-researched topic in the field of applied linguistics, morphological knowledge is nowadays regarded as a key component of vocabulary acquisition. The past two decades have witnessed a proliferation of studies of both L1 and L2 learning contexts which shed light on various issues, ranging from morphological processing to receptive/productive knowledge of derivational and inflectional morphology. However, investigations into the acquisition of English morphology by Serbian EFL learners have, to our knowledge, been scarce. The purpose of this paper is, therefore, to explore the productive derivational knowledge of upper-intermediate Serbian EFL learners by means of three different instruments: a test focusing on the knowledge of the four main word family members (nouns, verbs, adjectives, adverbs), a test of cognate and non-cognate derivatives employing six cognate English-Serbian suffixes (-ous/-oz(a)n, -ize/-izovati, -ation/-acija -ism/-iz(a)m, -ist/-ist(a), -ity/-itet) and a contextualized word-formation skill test. A combination of a qualitative and quantitative approach to data analysis has revealed the difficulties Serbian EFL learners have been experiencing in their morphology/vocabulary classes and it has enabled us to identify common mistakes and weak spots. Our results have pedagogical implications and could be put to use in curriculum design and methodology.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14403540" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d7228a00a831dda2ecf31f72184b8637" rel="nofollow" data-download="{"attachment_id":38296393,"asset_id":14403540,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38296393/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6581310" href="https://ffpr.academia.edu/BobanStanojevi%C4%87">Boban Stanojević</a><script data-card-contents-for-user="6581310" type="text/json">{"id":6581310,"first_name":"Boban","last_name":"Stanojević","domain_name":"ffpr","page_name":"BobanStanojević","display_name":"Boban Stanojević","profile_url":"https://ffpr.academia.edu/BobanStanojevi%C4%87?f_ri=33269","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_14403540 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14403540"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14403540, container: ".js-paper-rank-work_14403540", }); });</script></li><li class="js-percentile-work_14403540 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14403540; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_14403540"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_14403540 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="14403540"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14403540; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14403540]").text(description); $(".js-view-count-work_14403540").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14403540").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14403540"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a><script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14403540]'), work: {"id":14403540,"title":"Jovana Dimitrijević Savić, Jelena Danilović -- Derivational morphology and Serbian EFL learners: three perspectives on the acquisition process","created_at":"2015-07-26T07:00:11.760-07:00","url":"https://www.academia.edu/14403540/Jovana_Dimitrijevi%C4%87_Savi%C4%87_Jelena_Danilovi%C4%87_Derivational_morphology_and_Serbian_EFL_learners_three_perspectives_on_the_acquisition_process?f_ri=33269","dom_id":"work_14403540","summary":"Although it has long been an under-researched topic in the field of applied linguistics, morphological knowledge is nowadays regarded as a key component of vocabulary acquisition. The past two decades have witnessed a proliferation of studies of both L1 and L2 learning contexts which shed light on various issues, ranging from morphological processing to receptive/productive knowledge of derivational and inflectional morphology. However, investigations into the acquisition of English morphology by Serbian EFL learners have, to our knowledge, been scarce. The purpose of this paper is, therefore, to explore the productive derivational knowledge of upper-intermediate Serbian EFL learners by means of three different instruments: a test focusing on the knowledge of the four main word family members (nouns, verbs, adjectives, adverbs), a test of cognate and non-cognate derivatives employing six cognate English-Serbian suffixes (-ous/-oz(a)n, -ize/-izovati, -ation/-acija -ism/-iz(a)m, -ist/-ist(a), -ity/-itet) and a contextualized word-formation skill test. A combination of a qualitative and quantitative approach to data analysis has revealed the difficulties Serbian EFL learners have been experiencing in their morphology/vocabulary classes and it has enabled us to identify common mistakes and weak spots. Our results have pedagogical implications and could be put to use in curriculum design and methodology.","downloadable_attachments":[{"id":38296393,"asset_id":14403540,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6581310,"first_name":"Boban","last_name":"Stanojević","domain_name":"ffpr","page_name":"BobanStanojević","display_name":"Boban Stanojević","profile_url":"https://ffpr.academia.edu/BobanStanojevi%C4%87?f_ri=33269","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11810917" data-work_id="11810917" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11810917/Word_Processing_and_Quality_of_EFL_Writing_A_CALL_Experiment">Word Processing and Quality of EFL Writing: A CALL Experiment </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ABSTRACT Word Processing and Quality of EFL Writing: A CALL Experiment By Badran A. Hassan, Ph.D. College of Education, Mansoura Univesity This experiment was conducted to investigate the possible effects of using word... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11810917" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ABSTRACT<br /><br />Word Processing and Quality of EFL Writing:<br />A CALL Experiment<br /><br />By<br />Badran A. Hassan, Ph.D.<br />College of Education, Mansoura Univesity<br /><br /><br />      This experiment was conducted to investigate the possible effects of using word processing on EFL college students' quality of writing.  On a pre-test post-test design, it was hypothesized that quality of student writing will improve and that student attitudes towards the word processing treatment will tend to be positive.  T-test and chi-square results showed that both hypotheses were confirmed.      This experiment, with its emphasis on the clarity and process of writing, asserted that improving the quality of writing should be at the heart of all writing instruction whether it is taught in a traditional manner or with the aid of microcomputers.  This study also showed that students' positive attitudes towards word processing were clearly demonstrated from the beginning of the experiment to such a degree that one cannot help but be impressed by student interest and enthusiasm.      Finally, it is recommended that EFL teachers must address themselves to the challenge of computers by learning how to use them effectively and then applying their newly-acquired theoretical knowledge and practical experience in this field to the teaching of foreign language composition writing through this new gadget, the computer.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11810917" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="293cef546dbf86365de3a6c9c0fdaf79" rel="nofollow" data-download="{"attachment_id":37221241,"asset_id":11810917,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37221241/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28805655" href="https://mansoura.academia.edu/BadranHassan">Badran A Hassan</a><script data-card-contents-for-user="28805655" type="text/json">{"id":28805655,"first_name":"Badran","last_name":"Hassan","domain_name":"mansoura","page_name":"BadranHassan","display_name":"Badran A Hassan","profile_url":"https://mansoura.academia.edu/BadranHassan?f_ri=33269","photo":"https://0.academia-photos.com/28805655/9356722/10428545/s65_badran.hassan.png"}</script></span></span></li><li class="js-paper-rank-work_11810917 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11810917"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11810917, container: ".js-paper-rank-work_11810917", }); });</script></li><li class="js-percentile-work_11810917 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11810917; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11810917"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11810917 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11810917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11810917; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11810917]").text(description); $(".js-view-count-work_11810917").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11810917").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11810917"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11810917]'), work: {"id":11810917,"title":"Word Processing and Quality of EFL Writing: A CALL Experiment ","created_at":"2015-04-06T05:39:47.153-07:00","url":"https://www.academia.edu/11810917/Word_Processing_and_Quality_of_EFL_Writing_A_CALL_Experiment?f_ri=33269","dom_id":"work_11810917","summary":"ABSTRACT\n\nWord Processing and Quality of EFL Writing:\nA CALL Experiment\n\nBy\nBadran A. Hassan, Ph.D.\nCollege of Education, Mansoura Univesity\n\n\n This experiment was conducted to investigate the possible effects of using word processing on EFL college students' quality of writing. On a pre-test post-test design, it was hypothesized that quality of student writing will improve and that student attitudes towards the word processing treatment will tend to be positive. T-test and chi-square results showed that both hypotheses were confirmed. This experiment, with its emphasis on the clarity and process of writing, asserted that improving the quality of writing should be at the heart of all writing instruction whether it is taught in a traditional manner or with the aid of microcomputers. This study also showed that students' positive attitudes towards word processing were clearly demonstrated from the beginning of the experiment to such a degree that one cannot help but be impressed by student interest and enthusiasm. Finally, it is recommended that EFL teachers must address themselves to the challenge of computers by learning how to use them effectively and then applying their newly-acquired theoretical knowledge and practical experience in this field to the teaching of foreign language composition writing through this new gadget, the computer.\n","downloadable_attachments":[{"id":37221241,"asset_id":11810917,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28805655,"first_name":"Badran","last_name":"Hassan","domain_name":"mansoura","page_name":"BadranHassan","display_name":"Badran A Hassan","profile_url":"https://mansoura.academia.edu/BadranHassan?f_ri=33269","photo":"https://0.academia-photos.com/28805655/9356722/10428545/s65_badran.hassan.png"}],"research_interests":[{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49566173" data-work_id="49566173" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49566173/Computer_Mediated_Communication_and_Vocabulary_Learning_The_Case_of_Facebook">Computer Mediated Communication and Vocabulary Learning: The Case of Facebook</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smartphones, and tablets are worldwide used devices for communication especially with the internet facilities through different... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49566173" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smartphones, and tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer-mediated communication modes and devices, they were mainly used for entertainment purposes. This research intends to investigate Facebook use as an environment for learning vocabulary. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of Facebook users: a questionnaire and an experiment where a facebook group named "Vocabulary Acquisition" was created to be involved in certain vocabulary learning strategies. A pretest and a posttest were used to evaluate the effects of this experiment on English vocabulary learning. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training in some strategies. Hence, Facebook proved to be not only a source of entertainment but also a useful informal learning tool of English vocabulary.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49566173" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9af461f5bcd82350c7bfbf0a72f52e71" rel="nofollow" data-download="{"attachment_id":67889987,"asset_id":49566173,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67889987/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="166902341" href="https://univ-batna2.academia.edu/SaraLAICHE">Sara LAICHE</a><script data-card-contents-for-user="166902341" type="text/json">{"id":166902341,"first_name":"Sara","last_name":"LAICHE","domain_name":"univ-batna2","page_name":"SaraLAICHE","display_name":"Sara LAICHE","profile_url":"https://univ-batna2.academia.edu/SaraLAICHE?f_ri=33269","photo":"https://0.academia-photos.com/166902341/48245348/45652849/s65_sara.laiche.jpg"}</script></span></span></li><li class="js-paper-rank-work_49566173 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49566173"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49566173, container: ".js-paper-rank-work_49566173", }); });</script></li><li class="js-percentile-work_49566173 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49566173; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49566173"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49566173 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49566173"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49566173; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49566173]").text(description); $(".js-view-count-work_49566173").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49566173").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49566173"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="13872" href="https://www.academia.edu/Documents/in/Facebook">Facebook</a>, <script data-card-contents-for-ri="13872" type="text/json">{"id":13872,"name":"Facebook","url":"https://www.academia.edu/Documents/in/Facebook?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="25994" href="https://www.academia.edu/Documents/in/Vocabulary_Learning_Strategies">Vocabulary Learning Strategies</a>, <script data-card-contents-for-ri="25994" type="text/json">{"id":25994,"name":"Vocabulary Learning Strategies","url":"https://www.academia.edu/Documents/in/Vocabulary_Learning_Strategies?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="52426" href="https://www.academia.edu/Documents/in/Technology_and_Language_Learning">Technology and Language Learning</a><script data-card-contents-for-ri="52426" type="text/json">{"id":52426,"name":"Technology and Language Learning","url":"https://www.academia.edu/Documents/in/Technology_and_Language_Learning?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49566173]'), work: {"id":49566173,"title":"Computer Mediated Communication and Vocabulary Learning: The Case of Facebook","created_at":"2021-07-06T00:52:18.604-07:00","url":"https://www.academia.edu/49566173/Computer_Mediated_Communication_and_Vocabulary_Learning_The_Case_of_Facebook?f_ri=33269","dom_id":"work_49566173","summary":"Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smartphones, and tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer-mediated communication modes and devices, they were mainly used for entertainment purposes. This research intends to investigate Facebook use as an environment for learning vocabulary. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of Facebook users: a questionnaire and an experiment where a facebook group named \"Vocabulary Acquisition\" was created to be involved in certain vocabulary learning strategies. A pretest and a posttest were used to evaluate the effects of this experiment on English vocabulary learning. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training in some strategies. Hence, Facebook proved to be not only a source of entertainment but also a useful informal learning tool of English vocabulary.","downloadable_attachments":[{"id":67889987,"asset_id":49566173,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":166902341,"first_name":"Sara","last_name":"LAICHE","domain_name":"univ-batna2","page_name":"SaraLAICHE","display_name":"Sara LAICHE","profile_url":"https://univ-batna2.academia.edu/SaraLAICHE?f_ri=33269","photo":"https://0.academia-photos.com/166902341/48245348/45652849/s65_sara.laiche.jpg"}],"research_interests":[{"id":13872,"name":"Facebook","url":"https://www.academia.edu/Documents/in/Facebook?f_ri=33269","nofollow":false},{"id":25994,"name":"Vocabulary Learning Strategies","url":"https://www.academia.edu/Documents/in/Vocabulary_Learning_Strategies?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":52426,"name":"Technology and Language Learning","url":"https://www.academia.edu/Documents/in/Technology_and_Language_Learning?f_ri=33269","nofollow":false},{"id":685049,"name":"Vocabulary Learning‎","url":"https://www.academia.edu/Documents/in/Vocabulary_Learning_?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43516602" data-work_id="43516602" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43516602/Winans_M_D_2020_Busuu_A_social_network_application_to_learn_languages">Winans, M. D. (2020) Busuu-A social network application to learn languages</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">With a high-quality, user-friendly interface that is both easy to navigate and aesthetically pleasing, Busuu delivers, but the reason to choose Busuu over others would be to purchase the premium version for the social networking aspects.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43516602" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">With a high-quality, user-friendly interface that is both easy to navigate and aesthetically pleasing, Busuu delivers, but the reason to choose Busuu over others would be to purchase the premium version for the social networking aspects. Even as a native speaker of English, I was able to learn about dialectal differences. Interactions with native speakers of the target language is both interesting and motivating. This is one of the better apps on the market, but at $9.99 when paid per month, it might be a bit expensive for the casual language learner.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43516602" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="51658db8e87a350d56cae6f0929d38d0" rel="nofollow" data-download="{"attachment_id":63827404,"asset_id":43516602,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63827404/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7411667" href="https://asu.academia.edu/MichaelWinans">Michael D Winans</a><script data-card-contents-for-user="7411667" type="text/json">{"id":7411667,"first_name":"Michael","last_name":"Winans","domain_name":"asu","page_name":"MichaelWinans","display_name":"Michael D Winans","profile_url":"https://asu.academia.edu/MichaelWinans?f_ri=33269","photo":"https://0.academia-photos.com/7411667/7587627/8517319/s65_michael.winans.jpg"}</script></span></span></li><li class="js-paper-rank-work_43516602 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43516602"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43516602, container: ".js-paper-rank-work_43516602", }); });</script></li><li class="js-percentile-work_43516602 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43516602; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43516602"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43516602 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43516602"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43516602; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43516602]").text(description); $(".js-view-count-work_43516602").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43516602").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43516602"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1009" href="https://www.academia.edu/Documents/in/Computer_Assisted_Language_Learning">Computer Assisted Language Learning</a>, <script data-card-contents-for-ri="1009" type="text/json">{"id":1009,"name":"Computer Assisted Language Learning","url":"https://www.academia.edu/Documents/in/Computer_Assisted_Language_Learning?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43516602]'), work: {"id":43516602,"title":"Winans, M. D. (2020) Busuu-A social network application to learn languages","created_at":"2020-07-04T08:55:55.889-07:00","url":"https://www.academia.edu/43516602/Winans_M_D_2020_Busuu_A_social_network_application_to_learn_languages?f_ri=33269","dom_id":"work_43516602","summary":"With a high-quality, user-friendly interface that is both easy to navigate and aesthetically pleasing, Busuu delivers, but the reason to choose Busuu over others would be to purchase the premium version for the social networking aspects. Even as a native speaker of English, I was able to learn about dialectal differences. Interactions with native speakers of the target language is both interesting and motivating. This is one of the better apps on the market, but at $9.99 when paid per month, it might be a bit expensive for the casual language learner.","downloadable_attachments":[{"id":63827404,"asset_id":43516602,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7411667,"first_name":"Michael","last_name":"Winans","domain_name":"asu","page_name":"MichaelWinans","display_name":"Michael D Winans","profile_url":"https://asu.academia.edu/MichaelWinans?f_ri=33269","photo":"https://0.academia-photos.com/7411667/7587627/8517319/s65_michael.winans.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=33269","nofollow":false},{"id":1009,"name":"Computer Assisted Language Learning","url":"https://www.academia.edu/Documents/in/Computer_Assisted_Language_Learning?f_ri=33269","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":184145,"name":"TESL/TEFL","url":"https://www.academia.edu/Documents/in/TESL_TEFL?f_ri=33269"},{"id":273057,"name":"TESL(Teaching English as Second Language)","url":"https://www.academia.edu/Documents/in/TESL_Teaching_English_as_Second_Language_?f_ri=33269"},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=33269"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=33269"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66298856 coauthored" data-work_id="66298856" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66298856/_EFL_%CE%B1_Attitudes_Towards_English_Use_in_Japan_Around_Necessity_Value_and_Ability">"EFL + α": Attitudes Towards English Use in Japan Around Necessity, Value, and Ability</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">English has a complex status in Japan. On the one hand, it is considered "foreign" in the sense of being the go-to, in-demand foreign language of study. On the other hand, it has had a strong influence in Japanese society in ways that are... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66298856" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">English has a complex status in Japan. On the one hand, it is considered "foreign" in the sense of being the go-to, in-demand foreign language of study. On the other hand, it has had a strong influence in Japanese society in ways that are unique to Japan, such as the use of katakanago 'Western loanwords' as part of Japanese. This complex status is paired with equally complex attitudes towards the role of English in Japan. In this paper, we explore the connection between the status of English and attitudes towards English in Japan, or what we call "EFL + α" (meaning 'with something extra or something special' in Japanese). We examine data from a variety of sources in the public Japanese discourse relating to English use, ranging from online chat boards to official government documents. Based on our data, we notice three prevailing attitudes towards English use in Japan: English as an assumed necessity, English as unnecessary and overvalued, and English as a marker of general communication ability and intelligence. Finally, we suggest approaching the concept of "EFL + α" as a way of making sense of "English in Japan" not only as what is (i.e., variety of English is used in Japan), but also as what is being done (i.e., social and cultural practices around the role of English in Japan).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66298856" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="53386962" href="https://hokudai.academia.edu/EricKu">Eric K . Ku</a><script data-card-contents-for-user="53386962" type="text/json">{"id":53386962,"first_name":"Eric","last_name":"Ku","domain_name":"hokudai","page_name":"EricKu","display_name":"Eric K . Ku","profile_url":"https://hokudai.academia.edu/EricKu?f_ri=33269","photo":"https://0.academia-photos.com/53386962/47928040/36555007/s65_eric.ku.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-66298856">+1</span><div class="hidden js-additional-users-66298856"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://sophia.academia.edu/GavinFurukawa">Gavin Furukawa</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-66298856'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-66298856').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_66298856 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66298856"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66298856, container: ".js-paper-rank-work_66298856", }); });</script></li><li class="js-percentile-work_66298856 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66298856; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_66298856"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_66298856 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="66298856"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66298856; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66298856]").text(description); $(".js-view-count-work_66298856").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66298856").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66298856"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5539" href="https://www.academia.edu/Documents/in/Language_and_Ideology">Language and Ideology</a>, <script data-card-contents-for-ri="5539" type="text/json">{"id":5539,"name":"Language and Ideology","url":"https://www.academia.edu/Documents/in/Language_and_Ideology?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66298856]'), work: {"id":66298856,"title":"\"EFL + α\": Attitudes Towards English Use in Japan Around Necessity, Value, and Ability","created_at":"2021-12-28T22:01:40.817-08:00","url":"https://www.academia.edu/66298856/_EFL_%CE%B1_Attitudes_Towards_English_Use_in_Japan_Around_Necessity_Value_and_Ability?f_ri=33269","dom_id":"work_66298856","summary":"English has a complex status in Japan. On the one hand, it is considered \"foreign\" in the sense of being the go-to, in-demand foreign language of study. On the other hand, it has had a strong influence in Japanese society in ways that are unique to Japan, such as the use of katakanago 'Western loanwords' as part of Japanese. This complex status is paired with equally complex attitudes towards the role of English in Japan. In this paper, we explore the connection between the status of English and attitudes towards English in Japan, or what we call \"EFL + α\" (meaning 'with something extra or something special' in Japanese). We examine data from a variety of sources in the public Japanese discourse relating to English use, ranging from online chat boards to official government documents. Based on our data, we notice three prevailing attitudes towards English use in Japan: English as an assumed necessity, English as unnecessary and overvalued, and English as a marker of general communication ability and intelligence. Finally, we suggest approaching the concept of \"EFL + α\" as a way of making sense of \"English in Japan\" not only as what is (i.e., variety of English is used in Japan), but also as what is being done (i.e., social and cultural practices around the role of English in Japan).","downloadable_attachments":[],"ordered_authors":[{"id":53386962,"first_name":"Eric","last_name":"Ku","domain_name":"hokudai","page_name":"EricKu","display_name":"Eric K . Ku","profile_url":"https://hokudai.academia.edu/EricKu?f_ri=33269","photo":"https://0.academia-photos.com/53386962/47928040/36555007/s65_eric.ku.jpg"},{"id":3274015,"first_name":"Gavin","last_name":"Furukawa","domain_name":"sophia","page_name":"GavinFurukawa","display_name":"Gavin Furukawa","profile_url":"https://sophia.academia.edu/GavinFurukawa?f_ri=33269","photo":"https://0.academia-photos.com/3274015/3372659/3968663/s65_gavin.furukawa.jpg"}],"research_interests":[{"id":5539,"name":"Language and Ideology","url":"https://www.academia.edu/Documents/in/Language_and_Ideology?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43023489" data-work_id="43023489" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43023489/Basic_Learning_Rights_English_Version">Basic Learning Rights. English Version</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This is a document from Ministerio de Educación Nacional Colombia. It is the English version of Derechos Básicos de Aprendizaje.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43023489" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2d6b06c5373d92f26c0809fcab8e343b" rel="nofollow" data-download="{"attachment_id":63286671,"asset_id":43023489,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63286671/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31733643" href="https://independent.academia.edu/AnaArdila2">Ana Ardila</a><script data-card-contents-for-user="31733643" type="text/json">{"id":31733643,"first_name":"Ana","last_name":"Ardila","domain_name":"independent","page_name":"AnaArdila2","display_name":"Ana Ardila","profile_url":"https://independent.academia.edu/AnaArdila2?f_ri=33269","photo":"https://0.academia-photos.com/31733643/9413336/27409423/s65_ana.ardila.jpg"}</script></span></span></li><li class="js-paper-rank-work_43023489 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43023489"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43023489, container: ".js-paper-rank-work_43023489", }); 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$(".js-view-count[data-work-id=43023489]").text(description); $(".js-view-count-work_43023489").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43023489").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43023489"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="22198" href="https://www.academia.edu/Documents/in/Secondary_Education">Secondary Education</a>, <script data-card-contents-for-ri="22198" type="text/json">{"id":22198,"name":"Secondary Education","url":"https://www.academia.edu/Documents/in/Secondary_Education?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43023489]'), work: {"id":43023489,"title":"Basic Learning Rights. English Version","created_at":"2020-05-12T09:19:16.762-07:00","url":"https://www.academia.edu/43023489/Basic_Learning_Rights_English_Version?f_ri=33269","dom_id":"work_43023489","summary":"This is a document from Ministerio de Educación Nacional Colombia. It is the English version of Derechos Básicos de Aprendizaje.","downloadable_attachments":[{"id":63286671,"asset_id":43023489,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31733643,"first_name":"Ana","last_name":"Ardila","domain_name":"independent","page_name":"AnaArdila2","display_name":"Ana Ardila","profile_url":"https://independent.academia.edu/AnaArdila2?f_ri=33269","photo":"https://0.academia-photos.com/31733643/9413336/27409423/s65_ana.ardila.jpg"}],"research_interests":[{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=33269","nofollow":false},{"id":22198,"name":"Secondary Education","url":"https://www.academia.edu/Documents/in/Secondary_Education?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35202619" data-work_id="35202619" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35202619/TED_Talk_How_Books_Can_open_Your_Mind_It2_Gateway_Unit_9_Read_On">TED Talk: How Books Can open Your Mind It2 Gateway Unit 9: Read On</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A video lesson (TED TALK) / worksheet (at B1+ level) about the power of reading. The best thing about it is that the speaker is someone likely to speak on technology. Instead, she talks about reading, language, family relations and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35202619" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A video lesson (TED TALK) / worksheet (at B1+ level) about the power of reading. The best thing about it is that the speaker is someone likely to speak on technology. Instead, she talks about reading, language, family relations and cultura, and dreams. I thoroughly enjoyed preparing this. Hope your students will enjoy DOING it. Video link on the worksheet.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35202619" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="70cbcee1e39e0cb2784c4eb711486e83" rel="nofollow" data-download="{"attachment_id":55062520,"asset_id":35202619,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55062520/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20069244" href="https://independent.academia.edu/dilenemenezes">dilene menezes</a><script data-card-contents-for-user="20069244" type="text/json">{"id":20069244,"first_name":"dilene","last_name":"menezes","domain_name":"independent","page_name":"dilenemenezes","display_name":"dilene menezes","profile_url":"https://independent.academia.edu/dilenemenezes?f_ri=33269","photo":"https://0.academia-photos.com/20069244/5590442/19308114/s65_dilene.menezes.jpg"}</script></span></span></li><li class="js-paper-rank-work_35202619 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35202619"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35202619, container: ".js-paper-rank-work_35202619", }); });</script></li><li class="js-percentile-work_35202619 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35202619; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35202619"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35202619 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35202619"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35202619; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35202619]").text(description); $(".js-view-count-work_35202619").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35202619").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35202619"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9471" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a>, <script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="721231" href="https://www.academia.edu/Documents/in/TED_Talks">TED Talks</a><script data-card-contents-for-ri="721231" type="text/json">{"id":721231,"name":"TED Talks","url":"https://www.academia.edu/Documents/in/TED_Talks?f_ri=33269","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35202619]'), work: {"id":35202619,"title":"TED Talk: How Books Can open Your Mind It2 Gateway Unit 9: Read On","created_at":"2017-11-20T12:38:30.726-08:00","url":"https://www.academia.edu/35202619/TED_Talk_How_Books_Can_open_Your_Mind_It2_Gateway_Unit_9_Read_On?f_ri=33269","dom_id":"work_35202619","summary":"A video lesson (TED TALK) / worksheet (at B1+ level) about the power of reading. The best thing about it is that the speaker is someone likely to speak on technology. Instead, she talks about reading, language, family relations and cultura, and dreams. I thoroughly enjoyed preparing this. Hope your students will enjoy DOING it. Video link on the worksheet.","downloadable_attachments":[{"id":55062520,"asset_id":35202619,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20069244,"first_name":"dilene","last_name":"menezes","domain_name":"independent","page_name":"dilenemenezes","display_name":"dilene menezes","profile_url":"https://independent.academia.edu/dilenemenezes?f_ri=33269","photo":"https://0.academia-photos.com/20069244/5590442/19308114/s65_dilene.menezes.jpg"}],"research_interests":[{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=33269","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=33269","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=33269","nofollow":false},{"id":721231,"name":"TED Talks","url":"https://www.academia.edu/Documents/in/TED_Talks?f_ri=33269","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36387344" data-work_id="36387344" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36387344/Researching_Listening_Through_Action_Research">Researching Listening Through Action Research</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36387344" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span 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href="https://www.academia.edu/35675343/The_Relationship_between_Vocabulary_Learning_Strategy_Preferences_and_Vocabulary_Size_among_Iranian_EFL_Learners">The Relationship between Vocabulary Learning Strategy Preferences and Vocabulary Size among Iranian EFL Learners</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study was an attempt to explore the vocabulary learning strategy preferences among Iranian EFL learners. It also investigated the relationship between their vocabulary learning strategy use and vocabulary size. To this end, 90... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35675343" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study was an attempt to explore the vocabulary learning strategy preferences among Iranian EFL learners. It also investigated the relationship between their vocabulary learning strategy use and vocabulary size. To this end, 90 Iranian EFL learners were selected as the participants of the study based on convenience sampling at Islamic Azad University, Kerman, Iran. The instrument used in the current study was Strategy Inventory for Language Learning (SILL) consisting of six different categories of vocabulary learning strategies. The other instrument was Nation's vocabulary size test which assessed the learners' lexical knowledge. In order to address the research questions, Freidman Test and Spearman Correlation were conducted. The results revealed that the most frequently used vocabulary learning strategy subgroup was metacognitive and the least frequent one was social strategy. Besides, no significant correlation was found between vocabulary size and vocabulary learning strategies except a small and reverse correlation between the vocabulary size and compensation strategy. The important implication of the study is that if students get aware of vocabulary learning strategies, they may develop their vocabulary size more easily and effectively.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35675343" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dec11f2064142ca322c4bb469cd6aad5" rel="nofollow" data-download="{"attachment_id":55545810,"asset_id":35675343,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55545810/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4443238" href="https://eltsjournal.academia.edu/InternationalJournalofEnglishLanguageandTranslationStudies">International Journal of English Language and Translation Studies</a><script data-card-contents-for-user="4443238" type="text/json">{"id":4443238,"first_name":"International Journal of English Language","last_name":"and Translation Studies","domain_name":"eltsjournal","page_name":"InternationalJournalofEnglishLanguageandTranslationStudies","display_name":"International Journal of English Language and Translation Studies","profile_url":"https://eltsjournal.academia.edu/InternationalJournalofEnglishLanguageandTranslationStudies?f_ri=33269","photo":"https://0.academia-photos.com/4443238/1814454/9010746/s65_international_journal_of_english_language.and_translation_studies.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-35675343">+1</span><div class="hidden js-additional-users-35675343"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MRKhodadust">Mohammad Reza Khodadust</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-35675343'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-35675343').html(); 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Korean Schools: Teachers’ challenges</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">During the past decade English education has been changing in Korea (Jeon, 2009). The government’s focus has been to push for a more communicative approach in the teaching of English, as South Korea’s economic growth began to make a more... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16397608" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">During the past decade English education has been changing in Korea (Jeon, 2009). The government’s focus has been to push for a more communicative approach in the teaching of English, as South Korea’s economic growth began to make a more globalised impact (Littlewood, 2007,Jeon, 2009, Kwon, 2009, Dailey, 2010). In order to foster a greater proficiency in English among its population, the government has adapted the existing curricula, and placed a greater focus on communicative approaches to learning English (Littlewood, 2007, Butler, 2011).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16397608" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4f3da8ca5a34925a6de427ae95cd7175" rel="nofollow" data-download="{"attachment_id":38976407,"asset_id":16397608,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38976407/download_file?st=MTczMzAzNzc2OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20353782" href="https://mgi.academia.edu/DavidSteyn">David Steyn</a><script data-card-contents-for-user="20353782" type="text/json">{"id":20353782,"first_name":"David","last_name":"Steyn","domain_name":"mgi","page_name":"DavidSteyn","display_name":"David Steyn","profile_url":"https://mgi.academia.edu/DavidSteyn?f_ri=33269","photo":"https://0.academia-photos.com/20353782/10903122/19804467/s65_david.steyn.jpg"}</script></span></span></li><li class="js-paper-rank-work_16397608 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16397608"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16397608, container: ".js-paper-rank-work_16397608", }); 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