Relevant bibliographies by topics / Teaching English as an International Language (TEIL)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teaching English as an International Language (TEIL)'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Teaching English as an International Language (TEIL)"

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Matsuda, Aya. "Is Teaching English as an International Language All about Being Politically Correct?" RELC Journal 49, no. 1 (April 2018): 24–35. http://dx.doi.org/10.1177/0033688217753489.

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One comment I often receive when I talk about teaching English as an international language (TEIL) is that TEIL is all about being politically correct – a mere gesture to be inclusive and egalitarian, promoted by a certain ideological stance. It is true that there are certain ideologies, language and beyond, that are compatible with certain aspects of TEIL and this encourages some English Language Teaching (ELT) professionals to embrace or reject this approach to English language teaching. My stance on this issue, however, is that TEIL is not about being politically correct or promoting certain ideologies; rather, it is about understanding and accepting the realities of global use of English today and having our teaching grounded in this reality. The article provides a brief overview of what TEIL is and reviews some ideological arguments that seem compatible with TEIL. It then moves on to argue that TEIL is something all English language teachers can and should embrace, regardless of their ideological stance or beliefs about what English should be. This is for a pragmatic reason: to better prepare our students for the messy world of English today.
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Saud, Mohan Singh. "Teaching English as an International Language (EIL) in Nepal." Indonesian TESOL Journal 2, no. 1 (April 6, 2020): 29–41. http://dx.doi.org/10.24256/itj.v2i1.1079.

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With the rapid growth and widespread use of English worldwide, there has been a paradigm shift from teaching English as foreign language to teaching English as an international language. However, there has been less discussion on English pedagogy about the global spread of English in this era of globalization, with rapid increase of English speakers around the world. The internationalisation of the status of English, leading to the emergence of World Englishes, has led to discuss the issue of teaching English as an international language (TEIL) to visit the way we conceptualise and teach English. As English is no longer a homogeneous language, English teachers across the world have been teaching English according to their own contexts. Considering this scenario, this article discusses teaching and learning of English as an international language in the context of Nepal, taking Kachru’s three concentric circles of English in the global context as the theoretical framework and English as an international language as the conceptual framework, focusing on use of culturally sensitive EIL pedagogy.
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Xu, Zhichang. "Exploring English as an International Language – Curriculum, Materials and Pedagogical Strategies." RELC Journal 49, no. 1 (January 31, 2018): 102–18. http://dx.doi.org/10.1177/0033688217753848.

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The English language has been going through a dual process of globalization and nativization. The globalization of English renders the language into a global lingua franca and an international language, whereas the nativization of English diversifies it into varieties of English, namely, World Englishes. Such ‘glocalization’ of English has realistic implications for teaching English as an International Language (TEIL). English as an International Language (EIL) is more than a ‘language’ per se. It has increasingly been conceptualized as a framework or a paradigm, developed alongside the glocalization of English, and it is a multicultural way of thinking, doing and being. EIL recognizes English variation and varieties, and it is time to introduce EIL awareness, literacy, and competence into tertiary education. This article unpacks the assumptions and definitions of EIL, and explores the pedagogical implications of teaching EIL at a tertiary institution in Australia. In particular, this article reviews and examines an EIL unit titled ‘Exploring English as an International Language’ in terms of its curriculum, materials, and pedagogical strategies. It can be argued that TEIL is not only realistic, but also essential for university students who engage in communication in a variety of international contexts in today’s globalized world.
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Elsheikh, Aymen. "Teachers’ Perceptions of Teaching English as an International Language (TEIL)." International Journal of Bilingual & Multilingual Teachers of English 03, no. 02 (December 1, 2015): 131–41. http://dx.doi.org/10.12785/ijbmte/030207.

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Erbay Çetinkaya, Şakire. "Teaching English as an International Language (TEIL): A Showcase of the Field." Innovational Research in ELT 2, no. 1 (June 7, 2021): 13–20. http://dx.doi.org/10.29329/irelt.2020.347.2.

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Hassall, P. J., and S. Ganesh. "Correspondence Analysis in Attitudinal Research: The Case of World Englishes and Teaching English as an International Language." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 1 (June 1, 2005): 80–102. http://dx.doi.org/10.18538/lthe.v2.n1.05.

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This paper provides a further investigation into the application of Correspondence Analysis (CA) as outlined by Greenacre (1984, 1993), which is one technique for “quantifying qualitative data” in research on learning and teaching. It also builds on the utilisation of CA in the development of the emerging discipline of English as an International Language provided by Hassall and Ganesh (1996, 1999). This is accomplished by considering its application to the analysis of attitudinal data that positions the developing pedagogy of Teaching English as an International Language (TEIL) (see Hassall, 1996a & ff.) within the more established discipline of World Englishes (cf. Kachru, 1985, 1990). The multidimensional statistical technique Correspondence Analysis is used to provide an assessment of the interdependence of the rows and columns of a data matrix (primarily, a two-way contingency table). In this case, attitudinal data, produced at a number of international workshops which focused on the development of a justifiable pedagogy for Teaching English as an International Language (TEIL), are examined to provide a more complete picture of how these venues differed from each other with respect to the collective responses of the respondents. CA facilitates dimensionality reduction and provides graphical displays in low-dimensional spaces. In other words, it converts the rows and columns of a data matrix or contingency table into a series of points on a graph. The current study presents analyses of two different interpretations of this data.
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Keqiang, Wang. "Teaching English as a Foreign Language in China." TESL Canada Journal 3 (August 26, 1986): 153. http://dx.doi.org/10.18806/tesl.v3i0.1001.

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The purpose of this paper is to share with international colleagues the history and status of TEFL in China, as well as methods or approaches to teaching English in Chinese middle schools, colleges and universities. Finally, the author discusses problems, solutions and overall objectives of TEFL in China today.
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Hosseininasab, Khatereh. "Rethinking Privilege in Teaching English in Japanese Higher Education." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 100–114. http://dx.doi.org/10.26803/ijlter.19.10.6.

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This article addresses the issue of native-speakerism in teaching English in the context of Japanese higher education and the privilege arising from it. Previous research has shown that native speakers are often regarded as highly skilled and qualified teachers in teaching their mother tongue. This has often led to the marginalization of teachers who speak the language they teach as an additional language. In the case of Japan, however, there is doubt about the existence of such a privilege for native-speaker teachers and some studies have shown that native speakers of English do not receive preferential treatment in this context as they are often perceived as replaceable and temporary. The present study aimed to further explore this issue by focusing on the varieties of English Japanese universities expect their teachers to speak. In so doing, the study has investigated hiring policies of Japanese universities with reference to the job advertisements they post on a designated portal. The results of the qualitative thematic analysis indicated that the majority of the advertisements demanded prospective candidates to be native speakers of English, which also meant that this subgroup of teachers has a privilege in landing academic jobs by token of the variety of English they speak. The article suggests that the critical pedagogical approach of teaching English as an international language (TEIL) can mitigate such privilege by raising awareness towards the validity and appropriateness of different varieties of English spoken in the world.
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Rahimi, Assoc Prof Dr Ali. "From the Editor." Global Journal of Foreign Language Teaching 6, no. 2 (December 1, 2016): 63. http://dx.doi.org/10.18844/gjflt.v6i2.1233.

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Message from Editor Dear Readers,It is a great honor for us to publish the sixth issue of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://sproc.org/ojs/index.php/GJFLTGlobal Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Linguistic clichés, teaching English as a foreign language, corpus-based language teaching, TESOL, language acquisition and elementary literacy teaching topics have been included in this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge through which different kinds of topics are discussed in 2016 Volume.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Assoc. Prof. Dr. Ali Rahimi,Editor – in Chief, Bangkok University
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Toh, Glenn. "Teaching Writing in Rural Thailand: Considering New Perspectives." TESL Canada Journal 17, no. 2 (June 30, 2000): 33. http://dx.doi.org/10.18806/tesl.v17i2.892.

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This article reports on a practical writing workshop for Thai teachers of English in a rural Thai setting. The teachers were participants in a Certificate in TEFL course sponsored by the Canadian International Development Agency (CIDA and taught by the Southeast Asian Ministers of Education Organization, Regional Language Centre (SEAMEO RELC). The genre approach to teaching writing is proposed as a way of helping teachers look beyond structural elements like vocabulary, punctuation, and spelling. The social functions and language choices of three important genres of writing, Description, Anecdote, and News Item, are examined in the article. The principles and practices may be generalizable to similar situations, that is, places where English is taught as a foreign language.
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Dissertations / Theses on the topic "Teaching English as an International Language (TEIL)"

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Dunlea, Jamie. "Validating a set of Japanese EFL proficiency tests : demonstrating locally designed tests meet international standards." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/618581.

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This study applied the latest developments in language testing validation theory to derive a core body of evidence that can contribute to the validation of a large-scale, high-stakes English as a Foreign Language (EFL) testing program in Japan. The testing program consists of a set of seven level-specific tests targeting different levels of proficiency. This core aspect of the program was selected as the main focus of this study. The socio-cognitive model of language test development and validation provided a coherent framework for the collection, analysis and interpretation of evidence. Three research questions targeted core elements of a validity argument identified in the literature on the socio-cognitive model. RQ 1 investigated the criterial contextual and cognitive features of tasks at different levels of proficiency, Expert judgment and automated analysis tools were used to analyze a large bank of items administered in operational tests across multiple years. RQ 2 addressed empirical item difficulty across the seven levels of proficiency. An innovative approach to vertical scaling was used to place previously administered items from all levels onto a single Rasch-based difficulty scale. RQ 3 used multiple standard-setting methods to investigate whether the seven levels could be meaningfully related to an external proficiency framework. In addition, the study identified three subsidiary goals: firstly, toevaluate the efficacy of applying international standards of best practice to a local context: secondly, to critically evaluate the model of validation; and thirdly, to generate insights directly applicable to operational quality assurance. The study provides evidence across all three research questions to support the claim that the seven levels in the program are distinct. At the same time, the results provide insights into how to strengthen explicit task specification to improve consistency across levels. This study is the largest application of the socio-cognitive model in terms of the amount of operational data analyzed, and thus makes a significant contribution to the ongoing study of validity theory in the context of language testing. While the study demonstrates the efficacy of the socio-cognitive model selected to drive the research design, it also provides recommendations for further refining the model, with implications for the theory and practice of language testing validation.
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Hyde, Martin. "An investigation of professional discourse on culture in international English language teaching." Thesis, University of Kent, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250337.

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Gill, Saran Kaur. "The appropriateness of video materials for teaching of English as an international language." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10006558/.

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Researching on the appropriateness of video materials for learners of EIL has required in-depth discussion of the role of the medium of video in the field of crosscultural communication in an EIL context - the ASEAN countries generally and Malaysia specifically. This has drawn into the picture two perspectives. The first is sociocultural; the consideration of the role of English as an International language in Malaysia and the other ASEAN countries, the recommendation of a suitable pedagogical model of speech for audio-visual materials in Malaysia, the components of cross-cultural communication that are essential for any language learner who aspires to communicate in English with persons who come from varying sociocultural backgrounds. The second perspective is that of the role of video for the teaching of intercultural language teaching. What is it in the medium that enables it to play a pivotal role in delivering the message - aspects of cross-cultural communication? These perspectives provide the background to the main research question at hand, which is, how appropriate in sociocultural content and design are ELT video materials for language learners in Malaysia? ELT video materials have been commercially produced since the mid-70's. The majority of these materials are based in Western sociocultural settings, portraying native speakers interacting with-each other. Given the dominant role of English as an international language, linking countries communicatively that otherwise would have great difficulty doing so, yet there has been minimal change in the sociocultural nature of the materials. Therefore, this research aims to investigate via critical analysis and questionnaires, the appropriateness of the sociocultural and design features of existing and potential ELT video materials for EIL language learners. The information from the two sources will, it is hoped, provide useful recommendations for the future-production of appropriate ELT video materials for EIL-language learners in Malaysia specifically and the ASEAN countries generally.
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Glew, Paul J. "Learning and teaching in ESL perspectives on educating international students in Australia /." View Vol. 1 (Vol. 2 restricted access), 2008. http://handle.uws.edu.au:8081/1959.7/41785.

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Thesis (Ed.D.)--University of Western Sydney, 2008.
A thesis presented to the University of Western Sydney, Centre for Educational Research, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.
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Chabert, Ull Alicia. "A Plurilingual Approach to English Language Teaching from an Ecological Perspective: An international comparative study." Doctoral thesis, Universitat Jaume I, 2020. http://hdl.handle.net/10803/669334.

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The aim of this dissertation is to investigate the application of multilingualism and plurilingualism theories and the use of the mother tongue in the English classroom in primary education using a communicative teaching approach on a global scale. With this purpose in mind, we implemented our study in three very different contexts around the world: Spain, Norway and China. Based on the premise that the worldwide spread of English has resulted in significant consequences in education and language policies, throughout our dissertation we focus on the different factors affecting English language learning and analysed the students’ response to a plurilingual communicative approach to English Language Teaching (ELT). Our position aims to present an ecological approach to ELT that views English as a real international language that is a tool in our multilingualism and not a threat.
Aquesta tesi investiga d’una manera global l'aplicació de les teories multilingües i plurilingües amb l'ús de la llengua materna en l'aula d'anglés en l’educació primària mitjançant un enfocament d'ensenyament comunicatiu. Amb aquest propòsit hem dut a terme la nostra investigació en tres contextos molt diferents del món: Espanya, Noruega i la Xina. El nostre punt de partida és la idea que la difusió de l'anglés a tot el món ha tingut importants conseqüències tant en l'educació com en les polítiques lingüístiques. En aquesta investigació ens hem centrat en diferents factors que afecten l'aprenentatge de l'anglés i hem analitzat la resposta dels alumnes a un enfocament comunicatiu plurilingüe de l'ensenyament de l'anglés. La nostra posició té per objecte presentar una visió ecològica de l’ensenyament que considera l'anglés com una veritable llengua internacional; una eina en la societat multilingüe en la qual vivim i no una amenaça.
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Guerra, Luís Sérgio Pinto. "Teaching and learning English as an international language in Portugal : policy, practice and perceptions." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/2604/.

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This study consists in identifying and analyzing the theory and practice of English language teaching (ELT) in Portugal as far as issues of English as an International Language (EIL) are concerned. Through qualitative and quantitative research approaches (273 questionnaires, 22 interviews, 12 sets of pedagogic materials and 11 documents), it examines, firstly, aspects of EIL in the current basis and secondary education national policies and how ELT materials have interpreted the national guidelines and, secondly, how teachers and students view central aspects of EIL. There is an overall tendency for ELT in Portugal to incorporate the concept of EIL not only because most subjects show awareness of the global role of English today but also because the national ELT policies embrace the notion of EIL. However, while the current policies suggest that English classes should integrate linguistic and cultural aspects of English speaking communities, such directives do not seem to be fully developed in the classroom. Although the English syllabus and textbooks for basic and secondary education show some significant references to some English speaking cultures and English varieties, mainly American English (AmE), some subjects displayed some quite conservative attitudes towards English learning and teaching stating that British English (BrE) is the only variety to be learned and that there is not much usefulness in learning about other varieties. To conclude, this study identifies possible consequences that the findings may bring to the teaching of English in the international, European and Portuguese contexts. Moreover, it emphasizes the importance of expanding the EIL debate to include the voices of the Expanding Circle, in the sense that a thorough analysis of learners’ and teachers’ attitudes toward EIL can help identify the present state and future developments in the use of English all over the world.
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Capraro, Fernanda Patricia. "A journal study of the spoken English learning experience of prospective international teaching assistants /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957194678.

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Obi, Lilian Adaobi Monoson Patricia Padavil George. "The efficacy of oral English language proficiency policies for international teaching assistants in institutions of higher education." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603520.

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Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 4, 2006. Dissertation Committee: Patricia Monoson, George Padavil (co-chairs), Ronald Halinski, Larry McNeal. Includes bibliographical references (leaves 85-94) and abstract. Also available in print.
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Dagoon, Jinky Lunaspe. "Reading fluency instruction in upper elementary international school classrooms." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2624.

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This project focuses on the importance of reading fluency, emphasizing its role in the construction of meaning and aiding in the overall comprehension process. Its components: accuracy, automaticity, and prosody are examined in relation to various activities that enhance each component. A sample curriculum is discussed.
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Maduawuchukwu, Augustina Eberechukwu. "The International Newcomer Academy: A Case Study." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278499/.

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This initial investigation into the special program for English as a Second Language (ESL) students, the International Newcomer Academy (INA), examines and describes the nature of this new school in comparison with the nature of the Language Centers functioning in host schools as schools within schools. This study was prompted by the need to document perceptions, behaviors, and practices of all principal players, which might result in program improvement to benefit students. The primary goal for establishing this new school was to focus primarily on beginner limited English proficient (LEP) students so that the language centers would be relieved, and so do a better job of teaching intermediate and advanced LEP students.
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Books on the topic "Teaching English as an International Language (TEIL)"

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Cummins, Jim, and Chris Davison, eds. International Handbook of English Language Teaching. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8.

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Phonology in English language teaching: An international approach. London: Longman, 1996.

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Richards, J. C. Interchange: English for international communication. Cambridge: Cambridge University Press, 1994.

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Jonathan, Hull, and Proctor Susan, eds. Interchange: English for international communication. Cambridge: Cambridge University Press, 1990.

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Jonathan, Hull, and Proctor Susan, eds. Interchange: English for international communication. Cambridge: CUP, 1991.

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Richards, J. C. Interchange: English for international communication. Cambridge: Cambridge University Press, 1992.

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Interchange: English for international communication. Cambridge: Cambridge University Press, 1992.

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The Routledge international handbook of English, language and literacy teaching. London: Routledge, 2010.

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Matsuda, Aya. Principles and practices of teaching English as an international language. Bristol: Multilingual Matters, 2012.

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Matsuda, Aya, ed. Principles and Practices of Teaching English as an International Language. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697042.

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Book chapters on the topic "Teaching English as an International Language (TEIL)"

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Phan, Ngan Le Hai. "Teaching constraints and challenges in TEIL." In The Place of English as an International Language in English Language Teaching, 127–39. New York : Routledge, 2020. | Series: Routledge advances in teaching English as an international language series: Routledge, 2020. http://dx.doi.org/10.4324/9780429460180-10.

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Marlina, Roby. "Teaching EIL." In Teaching English as an International Language, 11–48. First edition. | New York, NY : Routledge, [2018] |: Routledge, 2017. http://dx.doi.org/10.4324/9781315315768-2.

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Shin, Hyunjung. "English Language Teaching in Korea." In International Handbook of English Language Teaching, 75–86. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_7.

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Cummins, Jim, and Evelyn Man Yee-Fun. "Academic Language." In International Handbook of English Language Teaching, 797–810. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_53.

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Marlina, Roby. "Studying teaching EIL." In Teaching English as an International Language, 49–78. First edition. | New York, NY : Routledge, [2018] |: Routledge, 2017. http://dx.doi.org/10.4324/9781315315768-3.

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Harklau, Linda. "The Adolescent English Language Learner." In International Handbook of English Language Teaching, 639–53. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_41.

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Peercy, Megan Madigan, and Judy Sharkey. "Self-Study and English Language Teaching." In Springer International Handbooks of Education, 1–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1710-1_28-1.

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Phan, Ngan Le Hai. "Teaching English as an international language." In The Place of English as an International Language in English Language Teaching, 32–49. New York : Routledge, 2020. | Series: Routledge advances in teaching English as an international language series: Routledge, 2020. http://dx.doi.org/10.4324/9780429460180-3.

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Tomlinson, Brian. "Current Issues in the Development of Materials for Learners of English as an International Language (EIL)." In English Language Teaching Today, 53–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_5.

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Hyland, Ken. "English for Specific Purposes." In International Handbook of English Language Teaching, 391–402. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_28.

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Conference papers on the topic "Teaching English as an International Language (TEIL)"

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Nurhajati, Diana. "Creating English Student Book Through Project Based Learning in TEYL Subject." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.16.

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Hilmi, Lafziatul, and Ainul Addinna. "The Effectiveness of Reading to Tell the Story to Students’ Reading Comprehension Reviewed from Autonomy Level." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.031.

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Fadhila, Agustia, and Irvonny Gustira. "Trend on TEFL Research: A Study in English Education Department of IAIN Bukittinggi in the Period of 2015 to 2017." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.050.

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Mukhametshina, Evelina, Tatiana Morozova, and Farida Shigapova. "TEACHING ARABIC LANGUAGE VIA ENGLISH." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1803.

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Rui, Liu. "Language Attrition Theory on English Language Teaching." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.89.

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Arum, Diaz Innova Citra. "English Club for Students of Non-English Department." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.13.

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Wang, Renfeng. "Backwash Effect of Language Test on English Language Teaching." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.240.

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Arta, Berli. "PEER TUTORING FOR ENGLISH COMMUNICATIVE LANGUAGE TEACHING." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312130.

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Mason, Donald. "THE METALINGUISTIC DEFICIT IN ENGLISH LANGUAGE TEACHING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0832.

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Mejzini, Magbule. "Teaching and Learning English Language with Technology." In The 4th International Virtual Conference on Advanced Scientific Results. Publishing Society, 2016. http://dx.doi.org/10.18638/scieconf.2016.4.1.383.

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