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Journal articles on the topic 'ESL Writing and Reading Development'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Paribakht, T. Sima, and Marjorie Bingham Wesche. "Reading Comprehension and Second Language Development in a Comprehension-Based ESL Program." TESL Canada Journal 11, no. 1 (1993): 09. http://dx.doi.org/10.18806/tesl.v11i1.623.

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How do experienced ESL instructors plan and organize their teaching practices to make curriculum innovations? The present research sought answers to this question in three different educational contexts, attempting to document the curriculum concepts, pedagogical knowledge, and processes of instructional planning that eight teachers used to create novel courses for adult ESL learners. Findings describe (1) four modes of planning and twelve cycles of information-gathering in the ESL curriculum planning of one teacher, (2) verification of this framework among four additional teachers, as well as

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Sun-Young Kim. "ESL College Learners’ Interactive Perspective and Its Influence on Reading-Writing Practices and Development." Linguistic Research 34, no. ll (2017): 1–24. http://dx.doi.org/10.17250/khisli.34..201709.001.

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Shepherd Martin, Eric. "The validation of an L2 English listening self-efficacy instrument using Rasch analysis." Shiken 24.2 24, no. 2 (2020): 1–22. http://dx.doi.org/10.37546/jaltsig.teval24.2-1.

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This paper details the development and validation of a listening self-efficacy instrument for EFL/ESL learners with beginner- to-intermediate-level English language proficiency. Self-efficacy, or the belief in one's ability to perform a task successfully, is believed to determine how likely individuals will be to cope with difficulties relating to the task domain (e.g., listening, speaking, reading, or writing), and to sustain their effort in spite of obstacles (Bandura, 1997). To date, few instruments have been developed to evaluate English L2 listening self-efficacy. The instrument presented

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Dela Rosa, John Paul O., and Cecilia F. Genuino. "CORRELATING WRITER’S BLOCK AND ESL LEARNERS’ WRITING QUALITY." Indonesian Journal of Applied Linguistics 7, no. 3 (2018): 604. http://dx.doi.org/10.17509/ijal.v7i3.9810.

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Despite the importance of writing in the language learners’ development, there are difficulties faced by English as a Second Language (ESL) learners that stem from various factors. One of them is the presence of writer’s block that could affect writing quality. Therefore, this study aims to describe writer’s block, along with a statistically-laden analysis of the possible correlation between the blocking experiences of 55 Filipino ESL learners and the levels of easability and readability of the essays they had written. This research employed a descriptive-correlational design using The Questio

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Zhang, Xiaoyan. "Reading–writing integrated tasks, comprehensive corrective feedback, and EFL writing development." Language Teaching Research 21, no. 2 (2016): 217–40. http://dx.doi.org/10.1177/1362168815623291.

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The study examines whether there is any difference between the effects of a reading–writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners’ writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language accuracy of the writing resulting from the integrated task. It also explores the possible relationships among language, content alignment and language accuracy and the relationship between language alignment and content alignment. To this end, a quasi-e

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Huh, Myung-Hye, Jongbong Lee, and Hye Seung Ha. "EFL Writing Development through Repetition of a Literature-Reading-Writing Task." Korean Journal of Applied Linguistics 34, no. 4 (2018): 53–74. http://dx.doi.org/10.17154/kjal.2018.12.34.4.53.

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FODIL-CHERIF, Siham BOUZAR. "EFL Writing Skills Development Through Literature." Education and Linguistics Research 7, no. 2 (2021): 1. http://dx.doi.org/10.5296/elr.v7i2.18835.

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Learning another language as English requires a combination of knowledge of the target language with skills and strategies that enable an individual to use them effectively. That is a learner has to develop knowledge about receptive skills; i.e., listening and reading, as well as productive ones; i.e., speaking and writing. Though all the skills are important for language learning, the writing skill is probably the most needed in academic and professional communities. It constitutes an important means of communication through which the writer expresses feeling, ideas and arguments. In the case

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Burger, Sandra. "Content-based ESL in a Sheltered Psychology Course: Input, Output, and Outcomes." TESL Canada Journal 6, no. 2 (1989): 45. http://dx.doi.org/10.18806/tesl.v6i2.551.

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According to Krashen (1983), subject matter language teaching satisfies the three requirements for second language acquisition of his input hypothesis, namely: large doses of comprehensible input, a low affective filter situation and a silent period. Is this enough for development of productive skills at advanced proficiency levels? Could the language teacher make the process more efficient and if so, how? In the 1984-85 school year, advanced students in the special section of Introductory Psychology open only to ESL students were offered an optional three-credit academic English "Reading-to-W

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Rahimi, Mehrak, and Fahimeh Farjadnia. "The Effect of Interactive Read-alouds on Language Learners’ Development of Writing Skill." International Journal of Applied Linguistics and English Literature 8, no. 3 (2019): 5. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.3p.5.

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The aim of the current study was to investigate the effect of interactive read-alouds on Iranian English as a foreign language (EFL) learners’ development of writing skill. To attain such a goal, forty-six high-school students were selected and sampled as the experimental (n=23) and control (n=23) groups. The writing section of Key English Test (KET) was used as the pretest to assess participants’ entry-level writing ability. Reading was taught to the experimental group using interactive read-aloud technique while the control group received conventional silent reading instruction through a thr

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Lee,Hwa-Ja and 김경아. "A Study on Young EFL Learners' Writing Development through Storybook Reading." Journal of the Korea English Education Society 8, no. 1 (2009): 1–22. http://dx.doi.org/10.18649/jkees.2009.8.1.1.

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Apsari, Yanuarti. "REFLECTIVE READING JOURNAL IN TEACHING WRITING." Indonesian EFL Journal 4, no. 2 (2018): 39. http://dx.doi.org/10.25134/ieflj.v4i2.1374.

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A number of studies suggested that journal writing is a supportive tool that encourages learners� reflective activity and that reflective thinking skills can be taught and learned. Accordingly, this study investigated the implementation of reflective reading journal in teaching writing as well as the benefits that the students obtained after writing reflective reading journal. This study employed a case study research design which used three data collection including observation, interview and students� texts. The results of the study revealed that reflective reading journal can be used �effec

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Iordăchescu, Grigore-Dan. "Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (2019): 169–71. http://dx.doi.org/10.29302/jolie.2019.12.1.13.

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The book titled Curriculum Development, Materials Design and Methodologies: Trends and Issues, brings together contributions that offer an insight into innovative strategies, noteworthy ideas and stimulating methods of teaching English used by teachers in their ESL Classrooms. The main objective of this book is to provoke the reader to bring in his or her own expertise and expand the learning possibilities in language teaching methods. It invites to self-reflection, and ultimately to self-improvement and development in order to achieve successful teaching and learning. It is structured into si

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이온순 and Minyoung Cho. "Reading Strategies and L2 Proficiency on the Development of L2 Learners’ Summary Writing." English Language and Linguistics 22, no. 3 (2016): 111–31. http://dx.doi.org/10.17960/ell.2016.22.3.005.

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Sariani, Sariani. "Opportunities for Listening and for Instruction that Occur During the Learning Process." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 4, no. 2 (2015): 61–67. http://dx.doi.org/10.30630/polingua.v4i2.91.

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Teaching a language whether English for Foreign Language (EFL) or English as a Second Language (ESL) always focuses on the four skills: listening, speaking, reading and writing and should have applied into a well-balanced implementation to each. Highlighted by Nunan (1998) that over 50 % of the time spent by the students is for listening in learning a foreign language therefore it plays significant role in language development. The complexity occurs when the teaching-learning process is lack of adequate attention on improving their listening skill rather than testing their comprehension. There

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Arifani, Yudhi, and Harunur Rosyid. "Integrating Reading and Technology: The Development of Pamanpintermu." English Language Teaching 9, no. 11 (2016): 13. http://dx.doi.org/10.5539/elt.v9n11p13.

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<p>Reading as one of English skills has paramount features in shaping EFL English competence. Referring to the importance for reading, it is inevitable that teaching method, assessments tools, reading material and activities have indispensable tasks to attain EFL learners’ reading objectives. This study is intended to develop integrated reading material using PHP software. It is designed to react toward the vast development of technology and to reach the attainment of more comprehensive reading objectives in accordance with International Reading Association’s views which is not achieved

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Polsuk, Thunyalak. "A REVIEW OF ENGLISH TEXTBOOK ENTITLED “SKILLFUL: READING AND WRITING, STUDENT’S BOOK 1” BY DAVID BOHLKE AND DOROTHY ZEMACH." International Journal of Research -GRANTHAALAYAH 5, no. 5 (2017): 116–24. http://dx.doi.org/10.29121/granthaalayah.v5.i5.2017.1844.

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This study aims to evaluate the usefulness of a commercial textbook entitle “Skillful: Reading & Writing, Student’s Book 1”, written by David Bohlke with Dorothy E. Zemach as a series consultant, published by Macmillan publisher. The study also explores the appropriateness for considering to teaching university EFL students. The result of this study assists English teachers in choosing textbooks which will be most appropriate to the learners at various level to develop their reading and writing skill. It is also a guideline for English teachers to evaluate the textbook they are using to te

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Herbert, Katherine E. D., Angela Massey-Garrison, and Esther Geva. "A Developmental Examination of Narrative Writing in EL and EL1 School Children Who Are Typical Readers, Poor Decoders, or Poor Comprehenders." Journal of Learning Disabilities 53, no. 1 (2019): 36–47. http://dx.doi.org/10.1177/0022219419881625.

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This longitudinal study examined story-writing development of students from Grade 4 to Grade 6, comparing the developmental trajectories of English as a first language (EL1s; n = 43) and English learners (ELs; n = 108) in general, and in groups of EL1s and ELs with typically developing and poor reader profiles. In relation to their EL1 or EL reference group, students were classified in Grade 4 as typical readers ( n = 72), poor decoders ( n = 53), or poor comprehenders ( n = 26), with EL1s and ELs proportionally represented in each group. The effects of language, grade level, and reading group

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El-Sayyed Sanad, Hanan Ahmed. "Using Self-Regulated Strategy Development (SRSD) to Develop EFL Reading and Writing Skills." IOSR Journal of Humanities and Social Science 19, no. 5 (2014): 82–97. http://dx.doi.org/10.9790/0837-19518297.

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Pokupec, Martina, Diana Njerš, and Hilarija Lozančić Benić. "Assessment and Comparison of Tourism Vocabulary Skills in ESL Learners." Acta Economica Et Turistica 3, no. 1 (2017): 47–58. http://dx.doi.org/10.1515/aet-2017-0006.

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Abstract Teaching and learning English for professional purposes largely involves the acquisition of specialised vocabulary, with teaching methodology focusing on the development of understanding and usage of specific vocabulary items. Within the wide variety of professional purposes the language is acquired for, teaching learners of tourism and hospitality also requires a focus on a range of specific language skills, mostly based on understanding of diverse types of discourse and strong communication skills in varied language situations and contexts. English for professional purposes thus bec

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Thaqi Jashari, Lisjeta, and Mateja Dagarin Fojkar. "Teachers’ Perceptions of Developing Writing Skills in the EFL Classroom." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 2 (2019): 77–90. http://dx.doi.org/10.4312/elope.16.2.77-90.

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Despite the fact that English is taught as a foreign language in schools from an early age, students often face difficulties when it comes to the development of their writing skills. This paper aims at exploring teachers’ perceptions regarding the development of the writing skills of elementary and secondary school EFL learners. Altogether, 85 Kosovar teachers were included in the survey. Even though the teachers believe that writing is important, they do not give the same emphasis to developing it as to other skills. According to their responses, some common difficulties learners experience w

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Jinajai, Nattapong, and Saowalak Rattanavich. "The Effective of Computer-Assisted Instruction Based on Top-Level Structure Method in English Reading and Writing Abilities of Thai EFL Students." English Language Teaching 8, no. 11 (2015): 231. http://dx.doi.org/10.5539/elt.v8n11p231.

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<p>This research aims to study the development of ninth grade students’ reading and writing abilities and interests in learning English taught through computer-assisted instruction (CAI) based on the top-level structure (TLS) method. An experimental group time series design was used, and the data was analyzed by multivariate analysis of variance (MANOVA) with repeated measures as well as basic statistical and line graphs. The results demonstrate that the experimental group attained significantly higher development in English reading and writing at the .001 level and registered significan

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Arifani, Yudhi. "Optimizing EFL Learners’ Sensitizing Reading Skill: Development of Local Content-Based Textbook." English Language Teaching 9, no. 5 (2016): 1. http://dx.doi.org/10.5539/elt.v9n5p1.

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<p>The development of local wisdom based sensitizing reading material is aimed at penetrating one of the imperishable gaps between authentic and non-authentic reading materials dispute in an EFL teaching context. Promoting EFL learners’ needs for the first semester students of English department at university level, who rarely or even never have a direct contact with native speakers, with meaningful and contextual reading textbook in an EFL setting is worth contributing. This study utilizes research and development paradigm within four stages, namely planning, development, try-out, and t

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Kubokawa, Jared. "Second Language Creative Writing: Learner Development in the Shinhaiku Pedagogy." Nagoya JALT Journal 2, no. 1 (2021): 71–96. http://dx.doi.org/10.37546/jaltchap.nagoya2.1-4.

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This article will address the place of second language creative writing (L2CW) in EFL curricula by first providing an updated understanding of L2CW and the Japanese form shinhaiku—a nontraditional haiku. Shinhaiku differs from traditional haiku in that it does not utilize the 5-7-5 syllable form. Secondly, the article will consider misconceptions as well as pedagogical implications of L2CW and thirdly, offer a classroom approach to L2CW (poetry writing) utilizing Hanauer’s (2012) meaningful literacy framework. The approach was developed from action research and teaching practices, underpinned

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Susilo, Andi, Restu Mufanti, and Aris Fitriani. "Promoting EFL students’ critical thinking and self-voicing through CIRC technique in Academic Writing courses." Studies in English Language and Education 8, no. 3 (2021): 917–34. http://dx.doi.org/10.24815/siele.v8i3.21149.

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Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to fos

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Hamed Seyedi, Seyed, and Ali Akbar Khomeijani Farahani. "The Application of Task-based Writing and Traditional Writing on the Development of Reading Comprehension of EFL Advanced Iranian Learners." International Journal of English Language Education 2, no. 1 (2014): 225. http://dx.doi.org/10.5296/ijele.v2i1.5330.

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Vurdien, Ruby. "Mobile Assisted Vocabulary Acquisition and Wikis to Enhance Writing Skills." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 2 (2017): 1–21. http://dx.doi.org/10.4018/ijcallt.2017040101.

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This project examined how a group of advanced-level EFL students read articles on their smartphone to acquire new vocabulary which they later inserted in their essays on wikis. The aim of the study was (a) to explore the students' perceptions regarding learning vocabulary from their smartphone followed by the use of wikis to improve their writing skills; (b) to analyse how peer editing and feedback can help students towards grammar and vocabulary accuracy with a view to enhancing their writing skills. The twenty-one participants used a Google application on their smartphone to perform reading

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Roose, Tamara Mae, and George E. Newell. "Exploring Online Discussions Through an Academic Literacies Approach." ELT Journal 74, no. 3 (2020): 258–67. http://dx.doi.org/10.1093/elt/ccaa027.

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Abstract This preliminary study explores how international students bring their cultural knowledge and experiences into relationship with other writers’ ideas as they engage in an online discussion in response to a news text. This article focuses on a language excerpt from an online discussion group, including the assignment prompt, reading text, student responses, and comments to one another within a university ESL composition course. An intertextual analysis suggests that students’ engagement with multiple texts in this dialogic space and the integration of their own cultural resources led t

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Thaha Abdullateef, Shifan, and Fatima Muhammedzein. "Dynamic Assessment: A Complementary Method to Promote EFL Learning." Arab World English Journal 12, no. 2 (2021): 279–93. http://dx.doi.org/10.24093/awej/vol12no2.19.

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Although some assessment modes have proved successful, many learning problems encountered by low achieving learners need to be fixed by a more procedurally adequate remedial classroom assessment. Many EFL instructors adopt conventional and static modes of assessment rather than flexible and humanistic assessment modes. Hence, the study aims at examining how Dynamic Assessment that premises on Vygotsky’s ‘zone of proximal development and advocates mediation through good social setting and practice can enhance EFL language learning. Accordingly, 25 EFL students pursuing the first level of an und

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Mohammadian, Amir, Amin Saed, and Younes Shahi. "The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners." Advances in Language and Literary Studies 9, no. 2 (2018): 17. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.17.

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With the development of educational technology, the concept of technology-enhanced multimedia instructions is using widely in the educational settings. Technology can be employed in teaching different skills such as listening, reading, speaking and writing. Among these skills, reading comprehension is the skill in which EFL learners have some problems to master. Regarding this issue, the present study aimed at investigating the effect of video materials on improving reading comprehension of Iranian intermediate EFL learners. A Longman Placement Test was administered to 30 EFL learners to ensur

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Nabhan, Salim, and Rahmad Hidayat. "Investigating Literacy Practices in a University EFL Context from Multiliteracies and Multimodal Perspective: A Case Study." Advances in Language and Literary Studies 9, no. 6 (2018): 192. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.192.

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This study attempts to investigate the literacy practices of EFL teaching and learning in higher education level from multiliteracies and multimodal perspective. Mixed methods were used: questionaires to the students, interviews with both teachers and students, focus group discussion with students, observation, and documents. The study was focused on the English reading and writing classroom activities. The results of the study revealed that most participating students frequently utilized on screen text and digital devices instead of printed paper in their reading and writing activities. In ad

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Garassini, María-Elena, and Julio Cabero-Almenara. "Use of teaching resources for reading and writing in preschoolers in Venezuela." Comunicar 13, no. 26 (2006): 183–88. http://dx.doi.org/10.3916/c26-2006-28.

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This investigation allowed us to learn about the reality of educational centers and preschool teachers who work in the metropolitan area of Caracas, specifically in reference to the methods used by the teachers to promote literacy development and the use of different teaching practices to achieve the desired objectives in this area. The results point to a gradual change on the part of teachers as to the methodology employed to promote literacy development, ranging from the traditional use of basic reading programs and reading readiness exercises to the use of varied and functional literacy mat

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Kawinkoonlasate, Pongpatchara. "Integration in Flipped Classroom Technology Approach to Develop English Language Skills of Thai EFL Learners." English Language Teaching 12, no. 11 (2019): 23. http://dx.doi.org/10.5539/elt.v12n11p23.

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The technology of flipped classroom technology approach implies such organization of the educational process in which classroom activities and homework assignments are reversed. Nowadays, the flipped classroom technology approach is altering how we collect information, conduct research, and share data with others in the Thai educational system. New technological tools are changing the education community and how the instructors pass on knowledge to learners. With this new tool, the flipped classroom technology approach is being integrated into the classroom at larger scales in most educational

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Rohmah, Galuh Nur. "CRITICAL READING: STUDENTS’ PROBLEMS, STRATEGIES, AND REFLECTIONS." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (2018): 20. http://dx.doi.org/10.17977/um046v2i1p20-24.

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Critical reading has been considered as the highest level of reading behavior for English Department students. Students are expected to be able to critically read both non-fiction and fiction texts. This situation, for sure, has made EFL students face lot of problems. This study is intended to reveal students’ problems, strategies, and reflections on critical reading. Revealing those three points becomes an academic effort to add knowledge about critical reading in the EFL reading comprehension course context. This study is approached through a descriptive qualitative research design which pri

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Park, Moonyoung, and Tammy Slater. "A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis." TESL Canada Journal 31 (January 21, 2015): 93. http://dx.doi.org/10.18806/tesl.v31i0.1188.

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In response to the research priorities of members of TESOL (Teachers of English to Speakers of Other Languages), this study investigated language learners’ real-world tasks in mobile-assisted language learning (MALL) to inform the future development of pedagogic tasks for academic English as a second language (ESL) courses. The data included initial semistructured interviews with four ESL teachers and four college ESL students followed by an online task-based needs analysis conducted with 23 ESL teachers and 76 college ESL students at a university in the midwestern United States. Through the i

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Miralpeix, Imma, and Carmen Muñoz. "Receptive vocabulary size and its relationship to EFL language skills." International Review of Applied Linguistics in Language Teaching 56, no. 1 (2018): 1–24. http://dx.doi.org/10.1515/iral-2017-0016.

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AbstractThis study analyses the relationship between receptive vocabulary size in upper-intermediate/advanced learners and EFL proficiency and the skills of reading, writing, listening and speaking. Little research has been conducted on this dimension of lexical knowledge and the four skills (Staehr, 2008; Milton et al., 2010), in spite of the fact that previous studies of separate language skills have highlighted the importance of vocabulary size for language proficiency development. A sample of 42 participants was assessed by means of a receptive vocabulary size test on ten word-frequency le

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Aprianto, Dedi, and Ikang Murapi. "The Graphic Organizers (GOs) in the Development of Communicative Skills in Class Presentation." Journal of English Language Teaching and Linguistics 5, no. 2 (2020): 213. http://dx.doi.org/10.21462/jeltl.v5i2.421.

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<em>This study aims at uncovering on how a language skill could properly be embedded to import another skill’s impact. The effectiveness of GOs with patterned structures and their functions can facilitate English spoken proficiency in class presentation. In order to obtain the formulated research purpose, non-participation observation had been carried out in support with video-recording. The positive effectiveness of GOs could be varying towards certain English proficiency levels; however, the negative impacts produced by the elementary learners indicate the psychological problems and th

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Kong, Yunjun. "TEFL Teachers’ Conceptions of Writing: A Case of China." Theory and Practice in Language Studies 8, no. 3 (2018): 285. http://dx.doi.org/10.17507/tpls.0803.03.

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In teaching writing in English as a foreign language (EFL) context, a little information is known about teachers’ knowledge base of writing. The current study, therefore, used the case of Chinese context to explore how TEFL (teaching English as a foreign language) teachers understand writing and what impacts their conceptions. A questionnaire containing the natures, functions, and development of writing, and text features of good writing were developed to collect data online; items had 5-point Likert scales. 490 (female 76.3%) participants were engaged in the sample. Respondents generally iden

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Hazaea, Abduljalil Nasr. "Fostering Critical Intercultural Awareness Among EFL Students Through Critical Discourse Analysis." Íkala 25, no. 1 (2020): 17–33. http://dx.doi.org/10.17533/udea.ikala.v25n01a06.

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This paper reports some findings on the development of critical intercultural awareness among English-as-a-foreign-language students in the context of a critical reading enrichment course for students in the preparatory year at a Saudi university. The critical reading class aimed to increase levels of critical intercultural awareness among the participants when they decoded and encoded an intercultural text. A qualitative action research design was used. The teacher-researcher equipped the participants with tools from critical discourse analysis for analyzing intercultural texts. After that, t

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محمد الحناوي, ولاء. "Incorporating Cognitive Strategy Instruction Models and Action Research into Professional Development to Enhance EFL Reading and Writing Instruction." مجلة کلية التربية. بنها 30, no. 3 (2019): 48–92. http://dx.doi.org/10.21608/jfeb.2019.100931.

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Zhang, Wenjuan. "Effects of the Production-Oriented Approach on EFL Learners’ Writing Performance in China’s Tertiary Education." Chinese Journal of Applied Linguistics 43, no. 3 (2020): 323–41. http://dx.doi.org/10.1515/cjal-2020-0021.

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AbstractThe Production-Oriented Approach (POA) has been proposed as a remedy for overcoming the problem of input-output separation in the traditional text-centered teaching and learning paradigm in tertiary education in China. This two-week quasi-experimental study investigated the effect of the POA, compared with the traditional text-centered Intensive Reading Approach (IRA), on college students’ L2 writing performance in terms of overall quality of the writing and its components of language, idea, and discourse structure. Data included writing samples of both experimental and control groups

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Karataş, Tuçe Öztürk, and Hülya Tuncer. "Sustaining Language Skills Development of Pre-Service EFL Teachers despite the COVID-19 Interruption: A Case of Emergency Distance Education." Sustainability 12, no. 19 (2020): 8188. http://dx.doi.org/10.3390/su12198188.

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The COVID-19 pandemic has caused teachers and students to abandon their physical classrooms and move into emergency distance education (EDE) settings. Thus, sustaining the quality in education has become a challenge during this transitional period. Within this context, the aim of this study was to explore the impact of EDE on language skills development (reading, writing, listening, and speaking) of Turkish pre-service teachers of English as a foreign language (EFL). In this qualitative study, data were gathered from 118 pre-service EFL teachers about the advantages and disadvantages of EDE fo

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Iskhak, Iskhak, Januarius Mujiyanto, and Rudi Hartono. "A Review on Reader Response Approach to Teaching Literature at EFL Contexts." English Language Teaching 13, no. 7 (2020): 118. http://dx.doi.org/10.5539/elt.v13n7p118.

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The review explores the philosophical basis of the application of Rosenblatt&rsquo;s Reader Response Theory (RRT) to teach reading-to write of literary works in practical senses in EFL contexts across borders. Grounded in the integration of paradigm shift from text- to reader-oriented, critical pedagogy and literacy, and socio-constructivism, reader response-based teaching pedagogy places learners among the active meaning makers as members of a democratic classroom community while getting immersed in critical reading-writing (literacy) events. Moreover, this critical review highlights the

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Baird, Craig, and Patricia Dooey. "Using Images to Facilitate Writing for Skills Assessment: A Visual PELA." Australian Journal of Indigenous Education 46, no. 2 (2017): 160–72. http://dx.doi.org/10.1017/jie.2016.32.

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Determining the writing skill level of students commencing tertiary education is a key element in predicting their likely study success and in providing appropriate writing development opportunities. Writing tests constructed around written instructions often assume high levels of reading and comprehension skills, which in some instances impose difficulties for students who have varying levels of comprehension and writing skills as shaped by their cultural and ethnic, learning journey experiences and previous formal English language instruction. Many universities have now established Post-Entr

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Vecino, Adriana. "Using storytelling with adult EFL learners: an enriching classroom experience." Colombian Applied Linguistics Journal, no. 8 (June 2, 2016): 254. http://dx.doi.org/10.14483/22487085.10517.

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Storytelling has obvious benefits in the development of speaking and listening skills, vocabulary andmemory abilities. It also nurtures reading and writing skills and offers learners opportunities to increase theirconfidence. Given the great value in employing storytelling as a support when learning a foreign language,I decided to use this technique with one of my adult EFL classrooms and observe the benefits and possibleconstraints. This paper presents the theoretical foundations that underlie my pedagogical innovation as wellas the results obtained from its implementation. In addition, valua

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Lin, Yi-Hsuan, and Yu-Ching Tseng. "Learning English in Tourism and Hospitality Internships Overseas: Reflections from Six Taiwanese College Students." International Journal of English Linguistics 10, no. 5 (2020): 1. http://dx.doi.org/10.5539/ijel.v10n5p1.

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The purpose of this study was to examine the overseas internship experiences and determine whether they helped to enhance the intended English learning outcomes for students who will be working in the service industry. Seventeen entries of reflective journals written by six students who interned overseas were analyzed. The participants reported their frustrations in language learning and described how these experiences could complement their overall career development in the future. The students identified a gap between everyday language needs in the industry and their language training receiv

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Huertas-Abril, Cristina A. "Developing Speaking with 21st Century Digital Tools in the English as a Foreign Language Classroom:." Aula Abierta 50, no. 2 (2021): 625–34. http://dx.doi.org/10.17811/rifie.50.2.2021.625-634.

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In a changing, dynamic world increasingly dependent on technologies, it is necessary to educate children so that they can participate fully in today’s and future society. Literacy thus needs much more than the traditional approaches to reading and writing in students’ first language. After analyzing the concept and implications of new literacies in foreign language learning, a quantitative study was carried out to explore Spanish primary education students’ perceptions (n = 82) on the development of new literacies in the English as a foreign language (EFL) lesson after using the online video d

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Mbau, Anitha Thalib, and Bambang Sugeng. "Critical Literacy for ELT in Indonesia: What EFL Teachers should be Aware of." Journal of English Language Teaching and Linguistics 4, no. 2 (2019): 143. http://dx.doi.org/10.21462/jeltl.v4i2.255.

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<p><em>This article explores the basic and important issues related to critical literacy for ELT in Indonesia. Hopefully, it could contribute to improving EFL teachers’ understanding of critical literacy, particularly in Indonesia. Critical literacy is still considered as a new approach in EFL contexts. However, it is promising such benefits for both students and teachers for it might contribute to developing both teachers’ and students’ critical manners in reading and writing. This article describes the concept of critical literacy. Then, it elaborates the appropriate learning sou

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Sun, Yu-Chih, Wen-Li Chang, and Fang-Ying Yang. "An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 3 (2011): 37–53. http://dx.doi.org/10.4018/ijcallt.2011070103.

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This study investigates the effects of employing extended online thematic listening tasks on the development of listening comprehension in an English course focusing on reading and writing skill development. To accomplish this aim, extended online thematic listening tasks were designed and implemented in English as a Foreign-Language (EFL) college level General English course. Pre- and post-tests were conducted to examine students’ gains in overall listening proficiency. Moreover, students’ mid-term and final exams were compared in order to track student progress. Data on student perceptions o

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Darmayenti, Darmayenti, Besral Besral, and Luli Sari Yustina. "Developing EFL religious characters and local wisdom based EFL textbook for Islamic higher education." Studies in English Language and Education 8, no. 1 (2021): 157–80. http://dx.doi.org/10.24815/siele.v8i1.18263.

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The development of religious characters and local wisdom in an English textbook is an effort to develop students’ English competence without ignoring their religious values and culture in English communication. The purpose of this current study is to design an EFL teaching textbook based on religious characters and local wisdom that can be appropriately used for Islamic higher education at Universitas Islam Negeri Imam Bonjol Padang, Indonesia. Research and Development type was used to design the textbook in four stages, namely, need analysis, designing textbook, try-out, and textbook revision

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Yusuf, Rohandi. "Teaching EFL Students Using Selected Media: Offline Video Taken From YouTube." Utamax : Journal of Ultimate Research and Trends in Education 2, no. 1 (2020): 29–33. http://dx.doi.org/10.31849/utamax.v2i1.2909.

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English is a foreign language that must be studied, there are four skills that students must master, namely writing, speaking, reading and pronunciation. The development of technology in the learning process of teachers is required to use media not only using books, markers, or other things that are not related to technology that will make teachers or students miss technological development. The current era of globalization is a lot of media or tools for teaching teachers, namely using smartphones, laptops, one of them is a website, application, social media such as Facebook, Instagram, Twitte

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