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test (KET)</title> <meta name="description" content="Search results for: key English test (KET)"> <meta name="keywords" content="key English test (KET)"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="key English test (KET)"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 10881</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: key English test (KET)</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10881</span> Pedagogical Effects of Using Workbooks in English Classes for the TOEIC Test: A Study on ESL Learners in Japanese Colleges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikako%20Nobuhara">Mikako Nobuhara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Test of English for International Communication (TOEIC) test, conducted by the Institute for International Business Communication (IIBC), has a huge impact on education in Japan. Almost all college students have to submit their TOEIC test scores when applying for entry-level jobs at companies. In addition, an increasing number of colleges are encouraging students to have a global vision. For this specific reason, studying for the TOEIC test is essential for English as a second language (ESL) learner to develop English communication skills. This study shows that studying by using some workbooks about the listening section of the TOEIC test clearly helps ESL learners to develop their listening skills. For this purpose, the listening test scores before and after classroom sessions were analyzed for each student. Students obtained higher scores in the listening section of the test and improved their English listening skills at the end of all the classroom sessions. In conclusion, it is important for English teachers to achieve the following objectives: (1) facilitate the learning of effective methods for correctly solving questions based on listening skills and (2) prepare listening tasks for reading aloud so as to keep up with the original speed, which is required for solving questions in the TOEIC test. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20skills" title=" listening skills"> listening skills</a>, <a href="https://publications.waset.org/abstracts/search?q=TOEIC%20test" title=" TOEIC test"> TOEIC test</a> </p> <a href="https://publications.waset.org/abstracts/52238/pedagogical-effects-of-using-workbooks-in-english-classes-for-the-toeic-test-a-study-on-esl-learners-in-japanese-colleges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52238.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10880</span> Finding the English Competency for Developing Public Health Village Volunteers at Ban Prasukchai in Chumpuang District, Nakhon Ratchasima Province in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kittivate%20Boonyopakorn">Kittivate Boonyopakorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study were to find the English competence of the public health volunteers and to develop the use of their English. The samples for the study were 41 public health village volunteers at Ban Prasukchai, in Thailand. The findings showed that the sum of all scores for the pre-test was 452, while the score for the post-test was 1,080. Therefore, the results of the experiment confirm that the post-test scores (1,080) significantly are higher than the pre-test (452). The mean score (N=41) for the pre-test was 11.02 while the mean score (N=41) for the post-test was 18.10. The standard deviation for the pre-test was 2.734; however, for the post-test it was 1.934. In addition to the experts-evaluated research tools, the results of the evaluation for the structured interviews (IOC) were 1 in value. The evaluation of congruence for the content with learning objectives (IOC) were 0.66 to 1.00 in value. The evaluation of congruence for the pre and post-test with learning objectives (IOC) are 1 in value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=finding%20the%20English%20competency" title="finding the English competency">finding the English competency</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20public%20health" title=" developing public health"> developing public health</a>, <a href="https://publications.waset.org/abstracts/search?q=village%20volunteers" title=" village volunteers"> village volunteers</a> </p> <a href="https://publications.waset.org/abstracts/12341/finding-the-english-competency-for-developing-public-health-village-volunteers-at-ban-prasukchai-in-chumpuang-district-nakhon-ratchasima-province-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12341.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">450</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10879</span> A Study of Native Speaker Teachers’ Competency and Achievement of Thai Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pimpisa%20Rattanadilok%20Na%20Phuket">Pimpisa Rattanadilok Na Phuket</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study aims to examine: 1) teaching competency of the native English-speaking teacher (NEST) 2) the English language learning achievement of Thai students, and 3) students’ perceptions toward their NEST. The population considered in this research was a group of 39 undergraduate students of the academic year 2013. The tools consisted of a questionnaire employed to measure the level of competency of NEST, pre-test and post-test used to examine the students’ achievement on English pronunciation, and an interview used to discover how participants perceived their NEST. The data was statistically analysed as percentage, mean, standard deviation and One-sample-t-test. In addition, the data collected by interviews was qualitatively analyzed. The research study found that the level of teaching competency of native speaker teachers of English was mostly low, the English pronunciation achievement of students had increased significantly at the level of 0.5, and the students’ perception toward NEST is combined. The students perceived their NEST as an English expertise, but they felt that NEST had not recognized students' linguistic difficulty and cultural differences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency" title="competency">competency</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20English-speaking%20teacher%20%28NET%29" title=" native English-speaking teacher (NET)"> native English-speaking teacher (NET)</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20teaching" title=" English teaching"> English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title=" learning achievement"> learning achievement</a> </p> <a href="https://publications.waset.org/abstracts/11059/a-study-of-native-speaker-teachers-competency-and-achievement-of-thai-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10878</span> Investigating Interference Errors Made by Azzawia University 1st year Students of English in Learning English Prepositions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aimen%20Mohamed%20Almaloul">Aimen Mohamed Almaloul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main focus of this study is investigating the interference of Arabic in the use of English prepositions by Libyan university students. Prepositions in the tests used in the study were categorized, according to their relation to Arabic, into similar Arabic and English prepositions (SAEP), dissimilar Arabic and English prepositions (DAEP), Arabic prepositions with no English counterparts (APEC), and English prepositions with no Arabic counterparts (EPAC). The subjects of the study were the first year university students of the English department, Sabrata Faculty of Arts, Azzawia University; both males and females, and they were 100 students. The basic tool for data collection was a test of English prepositions; students are instructed to fill in the blanks with the correct prepositions and to put a zero (0) if no preposition was needed. The test was then handed to the subjects of the study. The test was then scored and quantitative as well as qualitative results were obtained. Quantitative results indicated the number, percentages and rank order of errors in each of the categories and qualitative results indicated the nature and significance of those errors and their possible sources. Based on the obtained results the researcher could detect that students made more errors in the EPAC category than the other three categories and these errors could be attributed to the lack of knowledge of the different meanings of English prepositions. This lack of knowledge forced the students to adopt what is called the strategy of transfer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20acquisition" title="foreign language acquisition">foreign language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=interference%20system" title=" interference system"> interference system</a>, <a href="https://publications.waset.org/abstracts/search?q=interlanguage%20system" title=" interlanguage system"> interlanguage system</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue%20interference" title=" mother tongue interference"> mother tongue interference</a> </p> <a href="https://publications.waset.org/abstracts/1991/investigating-interference-errors-made-by-azzawia-university-1st-year-students-of-english-in-learning-english-prepositions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1991.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10877</span> To Gamify Learning English Academic Vocabulary Through Interactive Web-Based E-Books: International Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabea%20Alfahad">Rabea Alfahad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning English academic vocabulary poses a challenge on learning English.In this study, we harnessed interactive web-based e-books, and usedgamification and collaborative responsive writingto teach English academic vocabulary. We recruited 50 international students to investigate the impact of gamification on the participants’ learning gains. In so doing, the participants were randomly assigned to two groups: one group learned English academic vocabulary with gamification, and the second group learnedthem with traditional instructional methods. We used a pre/posttest to gauge the students’ cognitive attainment. We then administered independent samples t-test to find out the impact of gamification on learning academic vocabulary. We also employed an IMMS to collect data regarding the motivational level of the students. We administered a MANOVA test to measure the motivational level of the students in both groups. The results of this study suggested that … <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20language%20learners" title="english language learners">english language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=technologhy%20integration" title=" technologhy integration"> technologhy integration</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a> </p> <a href="https://publications.waset.org/abstracts/150454/to-gamify-learning-english-academic-vocabulary-through-interactive-web-based-e-books-international-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150454.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10876</span> English Language Teaching and Learning Analysis in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Zarrabi">F. Zarrabi</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20R.%20Brown"> J. R. Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although English is not a second language in Iran, it has become an inseparable part of many Iranian people’s lives and is becoming more and more widespread. This high demand has caused a significant increase in the number of private English language institutes in Iran. Although English is a compulsory course in schools and universities, the majority of Iranian people are unable to communicate easily in English. This paper reviews the current state of teaching and learning English as an international language in Iran. Attitudes and motivations about learning English are reviewed. Five different aspects of using English within the country are analysed, including: English in public domain, English in Media, English in organizations/businesses, English in education, and English in private language institutes. Despite the time and money spent on English language courses in private language institutes, the majority of learners seem to forget what has been learned within months of completing their course. That is, when they are students with the support of the teacher and formal classes, they appear to make progress and use English more or less fluently. When this support is removed, their language skills either stagnant or regress. The findings of this study suggest that a dependant approach to learning is potentially one of the main reasons for English language learning problems and this is encouraged by English course books and approaches to teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20in%20Iran" title="English in Iran">English in Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/59754/english-language-teaching-and-learning-analysis-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59754.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10875</span> Proficiency Testing of English for Specific Academic Purpose: Using a Pilot Test in a Taiwanese University as an Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wenli%20Tsou">Wenli Tsou</a>, <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Wu"> Jessica Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Courses of English for specific academic purposes (ESAP) have become popular for higher education in Taiwan; however, no standardized tests have been developed for evaluating learners’ English proficiency in individual designated fields. Assuming a learner’s proficiency in a specific academic area is built up with one’s general proficiency in English with specific knowledge and vocabulary in the content areas, an adequate ESAP proficiency test may be constructed by some selected test items related to the designated academic areas. In this study, through collaboration between a language testing institution and a university in Taiwan, three sets of ESAP tests, covering three disciplinary areas of business and the workplace, science and engineering, and health and medicine majors, were developed and administered to sophomore students (N=1704) who were enrolled in ESAP courses at a university in southern Taiwan. For this study, the courses were grouped into the above-mentioned three disciplines, and students took the specialized proficiency test based on the ESAP course they were taking. Because students were free to select which ESAP course to take, each course had both major and non-major students. Toward the end of the one-semester course, ending in January, 2015, each student took two tests, one of general English (General English Proficiency Test, or GEPT) and the other ESAP. Following each test, students filled out a survey, reporting their test taking experiences. After comparing students’ two test scores, it was found that business majors and health and medical students performed better in ESAP than the non-majors in the class, whereas science and engineering majors did about the same as their non-major counterparts. In addition, test takers with CERF B2 (upper intermediate) level or above performed well in both tests, while students who are below B2 did slightly better in ESAP. The findings suggest that students’ test performance have been enhanced by their specialist content and vocabulary knowledge. Furthermore, results of the survey show that the difficulty levels reported by students are consistent with their test performances. Based on the item analysis, the findings can be used to develop proficiency tests for specific disciplines and to identify ability indicators for college students in their designated fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20for%20specific%20academic%20purposes%20%28ESAP%29" title="english for specific academic purposes (ESAP)">english for specific academic purposes (ESAP)</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20english%20proficiency%20test%20%28GEPT%29" title=" general english proficiency test (GEPT)"> general english proficiency test (GEPT)</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20test" title=" proficiency test"> proficiency test</a> </p> <a href="https://publications.waset.org/abstracts/30188/proficiency-testing-of-english-for-specific-academic-purpose-using-a-pilot-test-in-a-taiwanese-university-as-an-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">529</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10874</span> Corpus Linguistic Methods in a Theoretical Study of Quran Verb Tense and Aspect in Translations from Arabic to English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawharah%20Alasmari">Jawharah Alasmari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In inflectional morphology of verb, tense and aspect indicate action’s time either past/present or future and their period whether completed or not. The usage and meaning of tense and aspect differ in Arabic and English, therefore is no simple one -to- one mapping from an Arabic verb inflected form an appropriate English translation depends on a range of features, including immediate and wider context of use. The Quranic Arabic Corpus includes seven alternative expertly crafted English translations of each Arabic verses, which provides a test dataset for the study of appropriate Arabic to English translations of verb tense and aspect. We applied Corpus Linguistics Methods in a theoretical study of exemplary verbs, to elicit candidate verbal contexts which influence the choice of English inflection for each verse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Corpus%20linguistics%20methods" title="Corpus linguistics methods">Corpus linguistics methods</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20verb" title=" Arabic verb"> Arabic verb</a>, <a href="https://publications.waset.org/abstracts/search?q=tense%20and%20aspect" title=" tense and aspect"> tense and aspect</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20translations" title=" English translations"> English translations</a> </p> <a href="https://publications.waset.org/abstracts/69201/corpus-linguistic-methods-in-a-theoretical-study-of-quran-verb-tense-and-aspect-in-translations-from-arabic-to-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10873</span> When English Learners Speak “Non-Standard” English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gloria%20Chen">Gloria Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past, when we complimented someone who had a good command of English, we would say ‘She/He speaks/writes standard English,’ or ‘His/Her English is standard.’ However, with English has becoming a ‘global language,’ many scholars and English users even create a plural form for English as ‘world Englishes,’ which indicates that national/racial varieties of English not only exist, but also are accepted to a certain degree. Now, a question will be raised when it comes to English teaching and learning: ‘What variety/varieties of English should be taught?’ This presentation will first explore Braj Kachru’s well-known categorization of the inner circle, the outer circle, and the expanding circle of English users, as well as inner circle varieties such as ‘Ebonics’ and ‘cockney’. The presentation then will discuss the purposes and contexts of English learning, and apply different approaches to different purposes and contexts. Three major purposes of English teaching/learning will be emphasized and considered: (1) communicative competence, (2) academic competence, and (3) intercultural competence. This presentation will complete with the strategies of ‘code switch’ and ‘register switch’ in teaching English to non-standard English speakers in both speaking and writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=world%20Englishes" title="world Englishes">world Englishes</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20and%20non-standard%20English" title=" standard and non-standard English"> standard and non-standard English</a>, <a href="https://publications.waset.org/abstracts/search?q=inner" title=" inner"> inner</a>, <a href="https://publications.waset.org/abstracts/search?q=outer" title=" outer"> outer</a>, <a href="https://publications.waset.org/abstracts/search?q=expanded%20circle%20communicative" title=" expanded circle communicative"> expanded circle communicative</a>, <a href="https://publications.waset.org/abstracts/search?q=academic" title=" academic"> academic</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a> </p> <a href="https://publications.waset.org/abstracts/52620/when-english-learners-speak-non-standard-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52620.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10872</span> Using Eye-Tracking to Investigate TEM Validity and Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cao%20Xi">Cao Xi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports a study which used eye-tracking to examine the cognitive validity of TEM 8(Test for English Majors, Band 8). The study investigated test takers' reading patterns on four -item types using eye-tracking, and interviews. Thirty participants completed 22 items on a computer, with the Tobii X2 Eye Tracker recording their eye movements on screen. Eleven students further participated in a recall interview while viewing video footage of their gaze patterns on the test. The findings will indicate that first, different reading item types will employ different cognitive processes; then different reading patterns for stronger and weaker test takers’on each item types. The implication of this study is to provide recommendations for the use of eye tracking technology in language research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20patterns" title=" reading patterns"> reading patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20for%20english%20majors" title=" test for english majors"> test for english majors</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20validity" title=" cognitive validity"> cognitive validity</a> </p> <a href="https://publications.waset.org/abstracts/145848/using-eye-tracking-to-investigate-tem-validity-and-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145848.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10871</span> The Effect of Video Using in Teaching Speaking on Students of Non-Native English Speakers at STIE Perbanas Surabaya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kartika%20Marta%20Budiana">Kartika Marta Budiana </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Low competence in speaking for the students of Non English native speakers have been crucial so far for the teachers in language teaching in Indonesia. This study attempts to explore the effect of video using in teaching speaking onstudents of non-native English speakers at STIE Perbanas Surabaya. This includes investigate the students` attitudes toward the video used in classroom. This is a quantitative research that is an experimental one based on analyses derived the concepts of from teaching speaking and the use of video. There are two classes observed, the experimental and the control one. The experimental consist of 28 students and the control class consists of 25 students. Before the treatment given, both of the group is given the pre-test to check their ability level. Then, after the treatment is given, the post-test is given to the both groups. Then, the students were given treatment how to conduct a meeting that they learnt from a video of business English. The post test was held after they undergone a treatment. The instruments to get the data are the oral test and questionnaire. The data of this study is students` score and from the tests` score it can be seen there is a positive significant difference in the experimental group. The t-test to test hypothesize also shows that it is accepted which said that there is an improvement on the students` speaking competence achievement. In conclusion, the video effects on the significant difference on the students speaking competence achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video" title="video">video</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking" title=" speaking"> speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia "> Indonesia </a> </p> <a href="https://publications.waset.org/abstracts/37887/the-effect-of-video-using-in-teaching-speaking-on-students-of-non-native-english-speakers-at-stie-perbanas-surabaya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37887.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10870</span> An Exploratory of the Use of English in Contemporary Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saksit%20%20Saengboon">Saksit Saengboon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of English in Thailand receives comparatively little attention in the world of Englishes scholarship despite a complex and dynamic linguistic landscape. Like many countries in the region, English is used in predictable contexts, such as schools and at work. However, English is being increasingly used as a contact language among Thais and non-Thais, requiring much needed empirical attention. This study aims to address this neglected issue by examining how Thais perceive and use English in contemporary Thai society. This study explored the ways in which English has been used in public signage, mass media, especially about Thai food, and perceptions of Thais (N = 80) regarding English. Findings indicate that English in Thailand is used in a complicated manner portraying both standard and non-standard English. Thais still hold a static or traditional view of English, making it impractical, if not impossible, to have Thai English as an established variety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thai%20english" title="Thai english">Thai english</a>, <a href="https://publications.waset.org/abstracts/search?q=thainess%20in%20english" title=" thainess in english"> thainess in english</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20signage" title=" public signage"> public signage</a>, <a href="https://publications.waset.org/abstracts/search?q=mass%20media" title=" mass media"> mass media</a>, <a href="https://publications.waset.org/abstracts/search?q=thai%20food" title=" thai food"> thai food</a>, <a href="https://publications.waset.org/abstracts/search?q=thai%20linguistic%20landscape" title=" thai linguistic landscape"> thai linguistic landscape</a> </p> <a href="https://publications.waset.org/abstracts/150712/an-exploratory-of-the-use-of-english-in-contemporary-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150712.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10869</span> Individual Differences and Language Learning Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nilgun%20Karatas">Nilgun Karatas</a>, <a href="https://publications.waset.org/abstracts/search?q=Bihter%20Sakin"> Bihter Sakin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the relationships between the use of language learning strategies and English language exit exam success were investigated in the university EFL learners’ context. The study was conducted at Fatih University Prep School. To collect data 3 classes from the A1 module in English language classes completed a questionnaire known as the English Language Learning Strategy Inventory or ELLSI. The data for the present study were collected from the preparatory class students who are studying English as a second language at the School of Foreign Languages. The students were placed into four different levels of English, namely A1, A2, B1, and B2 level of English competency according to European Union Language Proficiency Standard, by means of their English placement test results. The Placement test was conveyed at the beginning of the spring semester in 2014-2015.The ELLSI consists of 30 strategy items which students are asked to rate from 1 (low frequency) to 5 (high frequency) according to how often they use them. The questionnaire and exit exam results were entered onto SPSS and analyzed for mean frequencies and statistical differences. Spearman and Pearson correlation were used in a detailed way. There were no statistically significant results between the frequency of strategy use and exit exam results. However, most questions correlate at a significant level with some of the questions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title="individual differences">individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategies" title=" language learning strategies"> language learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatih%20University" title=" Fatih University"> Fatih University</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language" title=" English language"> English language</a> </p> <a href="https://publications.waset.org/abstracts/28251/individual-differences-and-language-learning-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28251.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">491</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10868</span> Development of Distance Training Packages on the Teaching Principles of Foundation English for Secondary School English Teachers in Bangkok and Its Vicinity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sita%20Yiemkuntitavorn">Sita Yiemkuntitavorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were to: (1) Develop a distance training package on the teaching principles foundation english language in order to gain the teaching ability for secondary school english teachers in Bangkok and its vicinity (2) study the satisfaction of English teachers towards the quality of a distance training package. The samples for the efficiency testing consisted of 30 english teachers in Bangkok and its vicinity, obtained by purposive sampling. Research tools comprised (1) a distance learning package on the foundation of English writing for teachers. (2) The questionnaires asking the teachers on the quality of the distance training package, and (3) two parallel forms of an achievement test for pre-testing and post-testing. Statistics used were the E1/E2 index, mean and standard deviation. Research findings showed that, (1) the distance training package were efficient at 80.2/80.6 according to the set efficiency criterion of 80/80; (2) and the satisfaction of the teachers on the distance training package of the teaching principles of foundation english for secondary school english teachers in Bangkok and its vicinity was at “Satisfied” level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20distance%20training%20package" title="a distance training package">a distance training package</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20principles%20of%20foundation%20english" title=" teaching principles of foundation english"> teaching principles of foundation english</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangkok%20and%20its%20vicinity" title=" Bangkok and its vicinity"> Bangkok and its vicinity</a> </p> <a href="https://publications.waset.org/abstracts/30481/development-of-distance-training-packages-on-the-teaching-principles-of-foundation-english-for-secondary-school-english-teachers-in-bangkok-and-its-vicinity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10867</span> English Test Success among Syrian Refugee Girls Attending Language Courses in Lebanon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nina%20Leila%20Mussa">Nina Leila Mussa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The devastating effects of the war on Syria’s educational infrastructure has been widely reported, with millions of children denied access. However, among those who resettled in Lebanon, the impact of receiving educational assistance on their abilities to pass the English entrance exam is not well described. The aim of this study was to identify predictors of success among Syrian refugees receiving English language courses in a Lebanese university. Methods: The database of Syrian refugee girls matriculated in English courses at the American University of Beirut (AUB) was reviewed. The study period was 7/2018-09/2020. Variables compared included: family size and income, welfare status, parents’ education, English proficiency, access to the internet, and need for external help with homework. Results: For the study period, there were 28 girls enrolled. The average family size was 6 (range 4-9), with eight having completed primary, 14 secondary education, and 6 graduated high school. Eighteen were single-income families. After 12 weeks of English courses, 16 passed the Test of English as Foreign Language (TOEFL) from the first attempt, and 12 failed. Out of the 12, 8 received external help, and 6 passed on the second attempt, which brings the total number of successful passing to 22. Conclusion: Despite the tragedy of war, girls receiving assistance in learning English in Lebanon are able to pass the basic language test. Investment in enhancing those educational experiences will be determinantal in achieving widespread progress among those at-risk children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=refugee%20girls" title="refugee girls">refugee girls</a>, <a href="https://publications.waset.org/abstracts/search?q=TOEFL" title="TOEFL">TOEFL</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=success" title=" success"> success</a> </p> <a href="https://publications.waset.org/abstracts/136920/english-test-success-among-syrian-refugee-girls-attending-language-courses-in-lebanon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136920.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10866</span> On Voice in English: An Awareness Raising Attempt on Passive Voice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meral%20Melek%20Unver">Meral Melek Unver</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to explore ways to help English as a Foreign Language (EFL) learners notice and revise voice in English and raise their awareness of when and how to use active and passive voice to convey meaning in their written and spoken work. Because passive voice is commonly preferred in certain genres such as academic essays and news reports, despite the current trends promoting active voice, it is essential for learners to be fully aware of the meaning, use and form of passive voice to better communicate. The participants in the study are 22 EFL learners taking a one-year intensive English course at a university, who will receive English medium education (EMI) in their departmental studies in the following academic year. Data from students’ written and oral work was collected over a four-week period and the misuse or inaccurate use of passive voice was identified. The analysis of the data proved that they failed to make sensible decisions about when and how to use passive voice partly because the differences between their mother tongue and English and because they were not aware of the fact that active and passive voice would not alternate all the time. To overcome this, a Test-Teach-Test shape lesson, as opposed to a Present-Practice-Produce shape lesson, was designed and implemented to raise their awareness of the decisions they needed to make in choosing the voice and help them notice the meaning and use of passive voice through concept checking questions. The results first suggested that awareness raising activities on the meaning and use of voice in English would be beneficial in having accurate and meaningful outcomes from students. Also, helping students notice and renotice passive voice through carefully designed activities would help them internalize the use and form of it. As a result of the study, a number of activities are suggested to revise and notice passive voice as well as a short questionnaire to help EFL teachers to self-reflect on their teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=voice%20in%20English" title="voice in English">voice in English</a>, <a href="https://publications.waset.org/abstracts/search?q=test-teach-test" title=" test-teach-test"> test-teach-test</a>, <a href="https://publications.waset.org/abstracts/search?q=passive%20voice" title=" passive voice"> passive voice</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching "> English language teaching </a> </p> <a href="https://publications.waset.org/abstracts/71895/on-voice-in-english-an-awareness-raising-attempt-on-passive-voice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10865</span> Using WebQuest for Developing English Reading Comprehension Skills for Preparatory Experimental School Students: Proposed Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Hamdy%20Abd-Al%20Hamid%20Seyam">Sarah Hamdy Abd-Al Hamid Seyam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aimed investigating the effect of using web quest on developing English reading comprehension skills for preparatory experimental school students. The descriptive design was adopted in the study. The tools of the study are represented in: a checklist for the English reading comprehension skills and a test of the English reading comprehension skills for the first year preparatory experimental school students. Results of the study were discussed in relation to various factors that affect the learning process. Finally the research presented applicable contributions according to using web quest in teaching English as a foreign language generally and improving reading comprehension in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title="English as a second language">English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=preparatory%20experimental%20schools" title=" preparatory experimental schools"> preparatory experimental schools</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=WebQuest" title=" WebQuest"> WebQuest</a> </p> <a href="https://publications.waset.org/abstracts/37099/using-webquest-for-developing-english-reading-comprehension-skills-for-preparatory-experimental-school-students-proposed-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10864</span> British English vs. American English: A Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Halima%20Benazzouz">Halima Benazzouz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is often believed that British English and American English are the foremost varieties of the English Language serving as reference norms for other varieties;that is the reason why they have obviously been compared and contrasted.Meanwhile,the terms “British English” and “American English” are used differently by different people to refer to: 1) Two national varieties each subsuming regional and other sub-varieties standard and non-standard. 2) Two national standard varieties in which each one is only part of the range of English within its own state, but the most prestigious part. 3) Two international varieties, that is each is more than a national variety of the English Language. 4) Two international standard varieties that may or may not each subsume other standard varieties.Furthermore,each variety serves as a reference norm for users of the language elsewhere. Moreover, without a clear identification, as primarily belonging to one variety or the other, British English(Br.Eng) and American English (Am.Eng) are understood as national or international varieties. British English and American English are both “variants” and “varieties” of the English Language, more similar than different.In brief, the following may justify general categories of difference between Standard American English (S.Am.E) and Standard British English (S.Br.e) each having their own sociolectic value: A difference in pronunciation exists between the two foremost varieties, although it is the same spelling, by contrast, a divergence in spelling may be recognized, eventhough the same pronunciation. In such case, the same term is different but there is a similarity in spelling and pronunciation. Otherwise, grammar, syntax, and punctuation are distinctively used to distinguish the two varieties of the English Language. Beyond these differences, spelling is noted as one of the chief sources of variation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Greek" title="Greek">Greek</a>, <a href="https://publications.waset.org/abstracts/search?q=Latin" title=" Latin"> Latin</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20pronunciation%20expert" title=" French pronunciation expert"> French pronunciation expert</a>, <a href="https://publications.waset.org/abstracts/search?q=varieties%20of%20English%20language" title=" varieties of English language"> varieties of English language</a> </p> <a href="https://publications.waset.org/abstracts/15569/british-english-vs-american-english-a-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15569.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">501</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10863</span> The Use of Video in Increasing Speaking Ability of the First Year Students of SMAN 12 Pekanbaru in the Academic Year 2011/2012</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elvira%20Wahyuni">Elvira Wahyuni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a classroom action research. The general objective of this study was to find out students’ speaking ability through teaching English by using video and to find out the effectiveness of using video in teaching English to improve students’ speaking ability. The subjects of this study were 34 of the first-year students of SMAN 12 Pekanbaru who were learning English as a foreign language (EFL). Students were given pre-test before the treatment and post-test after the treatment. Quantitative data was collected by using speaking test requiring the students to respond to the recorded questions. Qualitative data was collected through observation sheets and field notes. The research finding reveals that there is a significant improvement of the students’ speaking ability through the use of video in speaking class. The qualitative data gave a description and additional information about the learning process done by the students. The research findings indicate that the use of video in teaching and learning is good in increasing learning outcome. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20teaching" title="English teaching">English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=fun%20learning" title=" fun learning"> fun learning</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20ability" title=" speaking ability"> speaking ability</a>, <a href="https://publications.waset.org/abstracts/search?q=video" title=" video"> video</a> </p> <a href="https://publications.waset.org/abstracts/72779/the-use-of-video-in-increasing-speaking-ability-of-the-first-year-students-of-sman-12-pekanbaru-in-the-academic-year-20112012" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72779.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10862</span> The Use of Educational Language Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=April%20Love%20Palad">April Love Palad</a>, <a href="https://publications.waset.org/abstracts/search?q=Charita%20B.%20Lasala"> Charita B. Lasala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mastery on English language is one of the important goals of all English language teachers. This goal can be seen based from the students’ actual performance using the target language which is English. Learning the English language includes hard work where efforts need to be exerted and this can be attained gradually over a long period of time. It is extremely important for all English language teachers to know the effects of incorporating games in teaching. Whether this strategy can have positive or negative effects in students learning, teachers should always consider what is best for their learners. Games may help and provide confidents language learners. These games help teachers to create context in which the language is suitable and significant. Focusing in accuracy and fluency is the heart of this study and this will be obtain in either teaching English using the traditional method or teaching English using language games. It is very important for all English teachers to know which strategy is effective in teaching English to be able to cope with students’ underachievement in this subject. This study made use of the comparative-experimental method. It made use of the pre-post test design with the aim to explore the effectiveness of the language games as strategy used in language teaching for high school students. There were two groups of students being observed, the controlled and the experimental, employing the two strategies in teaching English –traditional and with the use of language games. The scores obtained by two samples were compared to know the effectiveness of the two strategies in teaching English. In this study, it found out that language games help improve students’ fluency and accuracy in the use of target language and this is very evident in the results obtained in the pre-test and post –test result as well the mean gain scores by the two groups of students. In addition, this study also gives us a clear view on the positive effects on the use of language games in teaching which also supported by the related studies based from this research. The findings of the study served as the bases for the creation of the proposed learning plan that integrated language games that teachers may use in their own teaching. This study further concluded that language games are effective in developing students’ fluency in using the English language. This justifies that games help encourage students to learn and be entertained at the same time. Aside from that, games also promote developing language competency. This study will be very useful to teachers who are in doubt in the use of this strategy in their teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20games" title="language games">language games</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental" title=" experimental"> experimental</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative" title=" comparative"> comparative</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a> </p> <a href="https://publications.waset.org/abstracts/41710/the-use-of-educational-language-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41710.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10861</span> English Language Performance and Emotional Intelligence of Senior High School Students of Pit-Laboratory High School </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Arradaza-Pajaron">Sonia Arradaza-Pajaron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English as a second language is widely spoken in the Philippines. In fact, it is used as a medium of instruction in school. However, Filipino students, in general, are still not proficient in the use of the language. Since it plays a very crucial role in the learning and comprehension of some subjects in the school where important key concepts and in English, it is imperative to look into other factors that may affect such concern. This study may post an answer to the said concern because it aimed to investigate the association between a psychological construct, known as emotional intelligence, and the English language performance of the 55 senior high school students. The study utilized a descriptive correlational method to determine the significant relationship of variables with preliminary data, like GPA in English subject as baseline information of their performance. Results revealed that the respondents had an average GPA in the English subject; however, improving from their first-year high school level to the fourth year. Their English performance resulted to an above average level with a notable higher performance in the speaking test than in the written. Further, a strong correlation between English performance and emotional intelligence was manifested. Based on the findings, it can be concluded that students with higher emotional intelligence their English language performance is expected to be the same. It can be said further that when students’ emotional intelligence (EI components) is facilitated well through various classroom activities, a better English performance would just be spontaneous among them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20performance" title="English language performance">English language performance</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=EI%20components" title=" EI components"> EI components</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20literacy" title=" emotional literacy"> emotional literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20quotient%20competence" title=" emotional quotient competence"> emotional quotient competence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20quotient%20outcomes" title=" emotional quotient outcomes"> emotional quotient outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20and%20beliefs" title=" values and beliefs"> values and beliefs</a> </p> <a href="https://publications.waset.org/abstracts/32583/english-language-performance-and-emotional-intelligence-of-senior-high-school-students-of-pit-laboratory-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32583.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">449</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10860</span> Challenges in Learning Legal English from the Students’ Perspective at Hanoi Law University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nhac%20Thanh%20Huong">Nhac Thanh Huong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Legal English, also known as Language of the Law (Mellinkoff, David. 2004), is an indispensable factor contributing to the development of legal field. At Hanoi Law University, legal English is a compulsory subject in the syllabus of legal English major; International Trade law and Fast-track law training program. The question that what obstacles students face with when dealing with legal English, however, has not been answered at that institution. Therefore, this present research, which makes use of survey questionnaires as the main method, aims to study the challenges of learning legal English from the students’ perspective, from which some useful solutions are drawn up to overcome these difficulties and improve the effectiveness of learning legal English. The results indicate notable difficulties arising from the level of general English skills, the characteristics of legal English and legal background knowledge. These findings lay a scientific foundation for suggesting some solutions for practical applications in teaching as well as learning legal English among both teachers and students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=HLU" title=" HLU"> HLU</a>, <a href="https://publications.waset.org/abstracts/search?q=Legal%20English" title=" Legal English"> Legal English</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20perspective" title=" students' perspective"> students' perspective</a> </p> <a href="https://publications.waset.org/abstracts/95596/challenges-in-learning-legal-english-from-the-students-perspective-at-hanoi-law-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95596.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10859</span> Reflections of AB English Students on Their English Language Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roger%20G.%20Pagente%20Jr.">Roger G. Pagente Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study seeks to investigate the language learning experiences of the thirty-nine AB-English majors who were selected through fish-bowl technique from the 157 students enrolled in the AB-English program. Findings taken from the diary, questionnaire and unstructured interview revealed that motivation, learners’ belief, self-monitoring, language anxiety, activities and strategies were the prevailing factors that influenced the learning of English of the participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diary" title="diary">diary</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning%20experiences" title=" English language learning experiences"> English language learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=self-monitoring" title=" self-monitoring"> self-monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20anxiety" title=" language anxiety"> language anxiety</a> </p> <a href="https://publications.waset.org/abstracts/29231/reflections-of-ab-english-students-on-their-english-language-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29231.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">607</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10858</span> Effects of Word Formation Dissimilarities on Youruba Learners of English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pelumi%20Olowofoyeku">Pelumi Olowofoyeku</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English as a language has great reach and influence; it is taught all over the world. For instance, in Nigeria, English language is been taught and learned as a second language; therefore second learners of English in Nigeria have certain problems they contend with. Because of the dissimilarities in word formation patterns of English and Yoruba languages, Yoruba learners of English mostly found in the south west of Nigeria, and some parts of Kwara, Kogi, and Edo states of Nigeria have problems with word formation patterns in English. The objectives of this paper therefore, are: to identify the levels of word formation dissimilarities in English and Yoruba languages and to examine the effects of these dissimilarities on the Yoruba learners of English. The data for this paper were graded words purposely selected and presented to selected students of Adeniran Ogunsanya College of Education, Oto-Ijanikin, Lagos, who are Yoruba learners of English. These respondents were randomly selected to form words which are purposively selected to test the effects of word formation dissimilarities between Yoruba (the respondent’s first language) and English language on the respondents. The dissimilarities are examined using contrastive analysis tools. This paper reveals that there are differences in the word formation patterns of Yoruba and English languages. The writer believes that there is need for language teachers to undertake comparative studies of the two languages involved for methodological reasons. The author then suggests that teachers should identify the problem areas and systematically teach their students. The paper concludes that although English and Yoruba word formation patterns differ very significantly in many respects, there exist language universals in all languages which language educators should take advantage of in teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=word%20formation%20patterns" title="word formation patterns">word formation patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=graded%20words" title=" graded words"> graded words</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba%20learners" title=" Yoruba learners"> Yoruba learners</a> </p> <a href="https://publications.waset.org/abstracts/34953/effects-of-word-formation-dissimilarities-on-youruba-learners-of-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">499</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10857</span> Non-Native Expatriate English: An Emerging Variety (Category of Users) in Cameroon?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valentine%20Ubanako">Valentine Ubanako</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates a situation that has given rise to a particular kind of variety or category of users of English in Cameroon which I have called here Non-native expatriate English (Users). This paper asserts that Non-expatriates in Cameroon (those who work for native speakers of English) use English in a peculiar manner which is worth investigating. This paper thus looks into the kind of English they use and their attitudes towards other users of different varieties of English and how these non-native expatriates form new identities and try to negotiate social ascendency within a local context. Data for this paper is collected through observation, interviews and questionnaires. Some Cameroonians, especially the educated, believe that they must move to Europe or America, study to a very high level and struggle to be like the white man whereas, the lowly educated (working with native English expatriates), are living their European and American dream in Cameroon among their brothers. Thus, educational attainment is not a necessary criterion for social ascendency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-native%20expatriate%20English" title="non-native expatriate English">non-native expatriate English</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20expatriates" title=" native expatriates"> native expatriates</a>, <a href="https://publications.waset.org/abstracts/search?q=varieties%20of%20English" title=" varieties of English"> varieties of English</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language" title=" English language"> English language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/4770/non-native-expatriate-english-an-emerging-variety-category-of-users-in-cameroon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4770.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10856</span> Impact of Instructional Mode and Medium of Instruction on the Learning Outcomes of Secondary Level School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dipti%20Parida">Dipti Parida</a>, <a href="https://publications.waset.org/abstracts/search?q=Atasi%20Mohanty"> Atasi Mohanty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this research is to examine the interaction effect of flipped teaching and traditional teaching mode across two different medium (English and Odia) of instructional groups. Both Science and History subjects were taken to be taught in the Class- VIII in two different instructional mode/s. In total, 180 students of Class-VIII of both Odia and English medium schools were taken as the samples of this study; 90 participants (each group) were from both English and Odia medium schools ; 45 participants of each of these two groups were again assigned either to flip or traditional teaching method. We have two independent variables and each independent variable with two levels. Medium and mode of instruction are the two independent variables. Medium of instruction has two levels of Odia medium and English medium groups. The mode of instruction has also two levels of flip and traditional teaching method. Here we get 4 different groups, such as Odia medium students with traditional mode of teaching (O.M.T), Odia medium students with flipped mode of teaching (O.M.F), English medium students with traditional mode of teaching (E.M.T) and English medium students with flipped mode of teaching (E.M.F). Before the instructional administration, these four groups were given a test on the concerned topic to be taught. Based on this result, a one-way ANOVA was computed and the obtained result showed that these four groups don’t differ significantly from each other at the beginning. Then they were taught the concerned topic either in traditional or flip mode of teaching method. After that a 2×2×2 repeated measures ANOVA was done to analyze the group differences as well as the learning outcome before and after the teaching. The result table also shows that in post-test the learning outcome is highest in case of English medium students with flip mode of instruction. From the statistical analysis it is clear that the flipped mode of teaching is as effective for Odia medium students as it is for English medium students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medium%20of%20instruction" title="medium of instruction">medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=mode%20of%20instruction" title=" mode of instruction"> mode of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20mode" title=" test mode"> test mode</a>, <a href="https://publications.waset.org/abstracts/search?q=vernacular%20medium" title=" vernacular medium"> vernacular medium</a> </p> <a href="https://publications.waset.org/abstracts/71475/impact-of-instructional-mode-and-medium-of-instruction-on-the-learning-outcomes-of-secondary-level-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71475.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10855</span> English Loanwords in Nigerian Languages: Sociolinguistic Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surajo%20Ladan">Surajo Ladan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English has been in existence in Nigeria since colonial period. The advent of English in Nigeria has caused a lot of linguistic changes in Nigerian languages especially among the educated elites and to some extent, even the ordinary people were not spared from this phenomenon. This scenario has generated a linguistic situation which culminated into the creation of Nigerian Pidgin that are conglomeration of English and other Nigerian languages. English has infiltrated the Nigerian languages to a point that a typical Nigerian can hardly talk without code-switching or using one English word or the other. The existence of English loanwords in Nigerian languages has taken another dimension in this scientific and technological age. Most of scientific and technological inventions are products of English language which are virtually adopted into the languages with phonological, morphological, and sometimes semantic variations. This paper is of the view that there should be a re-think and agitation from Nigerians to protect their languages from the linguistic genocide of English which are invariably facing extinction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20change" title="linguistic change">linguistic change</a>, <a href="https://publications.waset.org/abstracts/search?q=loanword" title=" loanword"> loanword</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenon" title=" phenomenon"> phenomenon</a>, <a href="https://publications.waset.org/abstracts/search?q=pidgin" title=" pidgin"> pidgin</a> </p> <a href="https://publications.waset.org/abstracts/43617/english-loanwords-in-nigerian-languages-sociolinguistic-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">863</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10854</span> Functional English: Enhancing Competencies at the Undergraduate Level in Nagaland, India </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arenkala%20Kichu">Arenkala Kichu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper consolidates and tries to bring out the findings that investigated in Kohima and Mokokchung districts in Nagaland, which is in the northeastern part of India. The aim of this paper is to test the speaking and writing skills of the undergraduate learners who opt functional English as one of their papers. functional English is taught in just two colleges; Fazl Ali College and Kohima Colleges, out of 15 government and 36 private colleges in the state. This research (based on several observations made by Naga researchers) hypothesizes that functional English enhances competencies at the undergraduate level, which would open doors to work, learn more and better prospects. It is expected that learners in Functional English class, which follows the communicative language teaching method, might be the answers to those problems, as to why proficiency level still leaves much to be desired, in spite of the advent of the education over a hundred years ago. This type of teaching follows only in functional English class in these two colleges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=enhancing%20competencies" title="enhancing competencies">enhancing competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20level" title=" undergraduate level"> undergraduate level</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a> </p> <a href="https://publications.waset.org/abstracts/27824/functional-english-enhancing-competencies-at-the-undergraduate-level-in-nagaland-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27824.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">327</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10853</span> Developing English L2 Critical Reading and Thinking Skills through the PISA Reading Literacy Assessment Framework: A Case Study of EFL Learners in a Thai University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surasak%20Khamkhong">Surasak Khamkhong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the use of the PISA reading literacy assessment framework (PRF) to improve EFL learners’ critical reading and thinking skills. The sample group, selected by the purposive sampling technique, included 36 EFL learners from a university in Northeastern Thailand. The instruments consisted of 8 PRF-based reading lessons, a 27-item-PRF-based reading test which was used as a pre-test and a post-test, and an attitude questionnaire toward the designed lessons. The statistics used for data analysis were percentage, mean, standard deviation, and the Wilcoxon signed-rank test. The results revealed that before the intervention, the students’ English reading proficiency were low as is evident from their low pre-test scores (M=14.00). They did fairly well for the access-and-retrieve questions (M=6.11), but poorly for the integrate-and-interpret questions (M=4.89) and the reflect-and-evaluate questions (M=3.00), respectively. This means that the students could comprehend the texts but they could hardly interpret or evaluate them. However, after the intervention, they could do better as their post-test scores were higher (M=18.01). They could comprehend (M=6.78), interpret (M=6.00) and evaluate (M=5.25) well. This means that after the intervention, their critical reading skills had improved. In terms of their attitude towards the designed lessons and instruction, most students were satisfied with the lessons and the instruction. It may thus be concluded that the designed lessons can help improve students’ English critical reading proficiency and may be used as a teaching model for improving EFL learners’ critical reading skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20reading" title="second language reading">second language reading</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reading%20and%20thinking%20skills" title=" critical reading and thinking skills"> critical reading and thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=PISA%20reading%20literacy%20framework" title=" PISA reading literacy framework"> PISA reading literacy framework</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20L2%20reading%20development" title=" English L2 reading development"> English L2 reading development</a> </p> <a href="https://publications.waset.org/abstracts/81745/developing-english-l2-critical-reading-and-thinking-skills-through-the-pisa-reading-literacy-assessment-framework-a-case-study-of-efl-learners-in-a-thai-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10852</span> Investigating The Problems Of Teaching And Learning English In Middle Schools In Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehrab%20Karimian">Mehrab Karimian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present research aimed to investigate the problems of teaching and learning English in middle schools in Esfahan, Iran. These problems are associated with the learner, teacher, textbook, syllabus, and language policy. The instrument used was a self-constructed likert scale questionnaire. All the variables had a hand in the problems among which textbook, syllabus and language policy had the most effect. Twenty ﬁve problems were distinguished among which some are as follows: students do not consider pair work important; most of the time, most teachers do not speak in English in the classroom; the textbook does not include CDs or cassettes, does not consists of all the English Skills; the syllabus does not include one or two projects for students apart from the midterm or ﬁnal test, Language Policy being not completely familiar with the steps of EFL teaching, does not selecting the most qualiﬁed and proﬁcient teachers in EFL teaching. It can be concluded that the language policy should take a practical step in reducing the problems by changing the textbooks and providing more teaching aids for the teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20english" title="teaching and learning english">teaching and learning english</a>, <a href="https://publications.waset.org/abstracts/search?q=problems%20of%20teaching%20and%20learning%20english" title=" problems of teaching and learning english"> problems of teaching and learning english</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school" title=" middle school"> middle school</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a> </p> <a href="https://publications.waset.org/abstracts/194937/investigating-the-problems-of-teaching-and-learning-english-in-middle-schools-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194937.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">6</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=key%20English%20test%20%28KET%29&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=key%20English%20test%20%28KET%29&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=key%20English%20test%20%28KET%29&page=4">4</a></li> <li class="page-item"><a class="page-link" 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