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Publisher: CCSE   (Total: 41 journals)   [Sort by number of followers]

Showing 1 - 41 of 41 Journals sorted alphabetically
Applied Physics Research     Open Access   (Followers: 6)
Asian Culture and History     Open Access   (Followers: 15)
Asian Social Science     Open Access   (Followers: 8)
Cancer and Clinical Oncology     Open Access   (Followers: 6)
Computer and Information Science     Open Access   (Followers: 14)
Earth Science Research     Open Access   (Followers: 9)
Energy and Environment Research     Open Access   (Followers: 12)
Engineering Management Research     Open Access   (Followers: 7)
English Language and Literature Studies     Open Access   (Followers: 21)
English Language Teaching     Open Access   (Followers: 31)
Environment and Natural Resources Research     Open Access   (Followers: 7)
Environment and Pollution     Open Access   (Followers: 12)
Global J. of Health Science     Open Access   (Followers: 10, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 59)
Intl. Business Research     Open Access   (Followers: 7)
Intl. Education Studies     Open Access   (Followers: 10)
Intl. J. of Biology     Open Access   (Followers: 2)
Intl. J. of Business and Management     Open Access   (Followers: 21)
Intl. J. of Chemistry     Open Access   (Followers: 12)
Intl. J. of Economics and Finance     Open Access   (Followers: 16)
Intl. J. of English Linguistics     Open Access   (Followers: 12)
Intl. J. of Marketing Studies     Open Access   (Followers: 20)
Intl. J. of Psychological Studies     Open Access   (Followers: 5)
Intl. J. of Statistics and Probability     Open Access   (Followers: 5)
J. of Agricultural Science     Open Access   (Followers: 12)
J. of Education and Learning     Open Access   (Followers: 3)
J. of Educational and Developmental Psychology     Open Access   (Followers: 17)
J. of Food Research     Open Access   (Followers: 3)
J. of Geography and Geology     Open Access   (Followers: 15)
J. of Management and Sustainability     Open Access   (Followers: 8)
J. of Materials Science Research     Open Access   (Followers: 8)
J. of Mathematics Research     Open Access   (Followers: 6)
J. of Molecular Biology Research     Open Access   (Followers: 3)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 11)
J. of Sustainable Development     Open Access   (Followers: 22)
Mechanical Engineering Research     Open Access   (Followers: 17)
Modern Applied Science     Open Access   (Followers: 2)
Network and Communication Technologies     Open Access   (Followers: 4)
Review of European Studies     Open Access   (Followers: 11)
Sustainable Agriculture Research     Open Access   (Followers: 3)
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English Language Teaching
Number of Followers: 31  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1916-4742 - ISSN (Online) 1916-4750
Published by CCSE Homepage  [41 journals]
  • Socially-shared Metacognitive Regulation Episodes Between Undergraduate
           Engineering Students During a Collaborative Genre Analysis Task in an
           English for Academic Purposes Course

    • Abstract: Recent findings suggest that genre-based tasks such as move analysis when underpinned by the theory of metacognition can familiarize undergraduate students with newly encountered academic genres such as the research article. However, there still is a limited understanding about how and when novices engage in socially shared metacognitive regulation processes (SSMR) during online collaborative genre analysis tasks. The purpose of this study was to identify when and how a small group of undergraduate engineering students engaged in SSMR processes during a collaborative online move analysis wiki task. Results suggest SSMR was frequently triggered when participants faced a task-related problem and manifested as an expression of doubt and conflicting ideas or when participants attempted to reach a consensus on seemingly difficult genre analysis aspects.
      PubDate: Wed, 29 May 2019 09:31:14 +000
       
  • Reviewer Acknowledgements for English Language Teaching Vol 12 No 6

    • Abstract: Reviewer acknowledgements for English Language Teaching, Vol. 12, No. 6, 2019
      PubDate: Wed, 29 May 2019 01:45:27 +000
       
  • Investigating EFL Achievement Through the Lens of Demotivation

    • Abstract: It is generally agreed that demotivation is any forces that reduce a student’s passion or enthusiasm to learn. Despite some studies on demotivation across language levels, culture, and languages; research has not been conducted on university students from different language levels in Thailand. The aim of this mixed-method study is three-fold. Firstly, it attempts to factorize types of demotivation among English major students. Secondly, it examines the effect of demotivation on EFL achievement. Thirdly, it investigates the differences of demotivation in different levels of EFL achievement. The study involved undergraduate students majoring in English completing a questionnaire and being interviewed. The results revealed that there were four potential types of demotivation among English major students: 1) Media, teaching styles and teacher competence; 2) Attitudes towards teachers and classmates; 3) Experiences of failure and attitudes towards English learning, and 4) Characteristics of lessons and class materials. Findings also showed that Demotivation Type 3 (Experiences of failure and attitudes towards English learning) influenced EFL achievement (p
      PubDate: Thu, 23 May 2019 05:17:48 +000
       
  • Micro-lecture Teaching for Improving the Learning Effect of Non-English
           Majors at North China Electric Power University

    • Abstract: The present study aimed to investigate the effect of micro-lecture teaching on non-English majors’ academic achievements and learning motivation. One hundred and twenty-two non-English majors studying the college English course in North China Electric Power University participated in the study. The micro-lecture teaching and traditional PPT teaching were implemented in the two classes respectively. Statistical analysis showed a significant improvement in the academic achievements of the participants (t = 3.128, p < 0.05) between the pre and post measurements in favor of the post measurement. The results of the questionnaire survey undertaken in the experimental class showed that participants’ learning motivations were improved. Accordingly, the researcher concluded that micro-lecture teaching was significantly effective in improving non-English majors’ academic achievements and enhancing their learning motivation.
      PubDate: Thu, 23 May 2019 04:46:38 +000
       
  • Authentic Materials to Foster Writing Skills in College EFL Learners

    • Abstract: Since it is a productive skill, writing is considered one of the most crucial abilities in communication; nonetheless, EFL learners have difficulty composing texts which are both communicatively and linguistically competent. This study intends to explore the benefits of using authentic materials in EFL learners, with an emphasis on writing skills. To pursue this objective, fifty-two participants were chosen randomly from a B1 level (following the Common European Framework of Reference for Languages). The participants were distributed into two groups: an experimental group and a control group. The students were majoring in various degrees at the Pontifical Catholic University of Ecuador (PUCE). In this case study, in which the application of authentic materials covered fifty percent of daily two-hour classes, data was collected through a structured pre-test, a post-test, and an opinion survey. All data was analyzed using a rubric designed for this purpose. This research, which is based on the Communicative Language Teaching Approach, also deals with various concepts regarding authentic materials and researchers’ perceptions. The findings elicited positive results for students’ writing skills with the use of authentic materials and shed lights on participants’ opinions.
      PubDate: Thu, 23 May 2019 04:38:25 +000
       
  • Grammatical Equivalence of Animal Science Terms Translation

    • Abstract: Translating specific language for a special subject such as animal science terms should have an understanding of the knowledge. The results of translation in their forms also give effect to their meaning in order to obtain the equivalence and adaptation from the source language (SL) into the target language (TL). This study aims at finding equivalence in the form of translation including their effect of meaning translated from English (SL) into Indonesian (TL). Qualitative method is used to analyze the translation of languages with a descriptive explanation. Both languages have their own grammatical rules which have varieties of translation, especially for the result of findings in TL. The grammatical equivalence found in numbers of nouns and noun phrases. Majorly, they were found with the suffix –s for the plural form in SL and translated without reduplication in TL to show their adaptation as a scientific language. In some cases, the terms in SL were translated into collective words and conjunction. It showed in scientific languages, both languages have their own rules to give equivalence of forms in SL and TL including their meaning.
      PubDate: Tue, 21 May 2019 22:59:39 +000
       
  • The Impact of Using YouTubes and Audio Tracks Imitation YATI on Improving
           Speaking Skills of EFL Learners

    • Abstract: The purpose of this study is to shed light on a developed approach to be adopted in EFL speaking classes and show the effectiveness of using YouTube videos and Listening Audio Tracks Imitation (YATI) for teaching English language in speaking classrooms as pedagogical tools to improve EFL learners’ speaking skills. To find out the impact of using You Tubes and Audio Tracks Imitation (YATI) on improving speaking skills of EFL learners, the qualitative experimental approach is used to conduct this study. The participants of this study are 48 students studying major English, divided into two sections studying Listening & Speaking Course at College of Science & Arts Muhayil, King Khalid University. One section was used as a control group and the other as an experimental group. Data was collected using speaking tests results which were analyzed using SPSS Pearson correlation coefficient. The results revealed that employing YATI technique has a positive impact on the effectiveness of the speaking skills, fluency and pronunciation of EFL learners. This study concluded that YouTube videos and Listening Audio Tracks Imitation (YATI) is a very effective CALL (Computer-Assisted Language Learning) tool towards improving students’ speaking skills. This study recommends the use of YATI approach in order to help students overcome speaking problems.
      PubDate: Mon, 20 May 2019 23:31:14 +000
       
  • A Corpus Tools-assisted Evaluation of Three ESP Textbooks in China

    • Abstract: ESP textbook plays an important role in facilitating students to develop their profession-related language skills. However, ESP textbooks published in China are less developed and often criticized as ignoring the training of language skills. This research aims to reveal the specific problems of China’s ESP textbooks by conducting a multiple-case study. Three ESP textbooks used by ESP courses participants from G University in China were selected: “Computer Professional English Course” “Advertising English” and “Logistics English”. The research investigated their performance focusing on six aspects: coverage of language skills, text features, coverage of discourse functions, recycling, organization and difficulty. The content was analyzed by three different corpus tools. It is found that the three textbooks place too much emphasis on reading and vocabulary, lacking the training of listening skill, speaking skill, as well as the delivery of certain learning strategies. All three textbooks involve a wide range of discourse functions. The texts are informative academic texts, but organized by subject matter only, rather than a synthesis of subject matter, language points and language skills. There is scarce recycling of language points in two of the books and texts through all of them do not indicate a rising difficulty. It is concluded that the drawbacks of the three ESP textbooks far outweigh their merits. By uncovering problems of three ESP textbooks in China the research provides useful reference for future ESP textbook compilation.
      PubDate: Mon, 20 May 2019 22:59:08 +000
       
  • A Sage on a Stage, to Express and Impress: TED Talks for Improving Oral
           Presentation Skills, Vocabulary Retention and Its Impact on Reducing
           Speaking Anxiety in ESP Settings

    • Abstract: This study explores the impact of using TED Talks on improving oral presentation skills of Business English students and vocabulary uptake/retention. It also assesses the impact of improving such hard cognitive skills on increasing Business majors’ speaking anxiety level. Sequential explanatory mixed method was used, which includes both quantitative and qualitative data collection and analyses. Business students’ oral presentation skills were assessed through Oral Presentation Skills Sheet (OPSS), vocabulary retention was assessed through Vocabulary Uptake/Retention Test (VURT), and speaking anxiety level was assessed through Personal Report of Public Speaking Anxiety (PRPSA) (Mörtberg, Jansson-Fröjmark, Pettersson, & Hennlid-Oredsson, 2018). Participants in the study consist 49 students, who were divided into two groups; experimental group consisting of 24 students, and control group that includes 25 Business English majors. Findings of the study revealed that oral presentation skills and vocabulary uptake/retention levels were improved due to the use of TED talks as an ICT tool. Also, it was revealed that Business majors in the experimental group are more enthusiastic, energetic and motivated to give killer presentations as they became more confident and free of anxiety and tension.
      PubDate: Fri, 17 May 2019 00:34:27 +000
       
  • Designing Morphosyntax Material for EFL Students: Indonesian Case

    • Abstract: Students’ understanding about Morphosyntax is often low due to its complex processes. This study attempted to design a learning handout that would help students solve their writing problems particularly in Morphosyntax cases. This qualitative study was conducted at two Indonesian Universities, namely UNTAG Banyuwangi and IAIN Jember Indonesia. Six phases in Design Based Research (DBR) by Hoadley (2004) and four phases of DBR by Reeves (2012) were combined as the design of the research. Four classes with a total of 114 students participated and the lecturers of writing course and grammar course were involved. Following the mixed design of DBR by Hoadley and Reeves, this study produced a learning handout that, after tested at the second cycle, proved helpful to solve students’ Morphosyntax problems especially in Writing Class. The students facing writing problems decreased averagely 35-40% after they learnt writing using the produced learning handout. In this case, the needs to master more on Morphosyntax to support their English proficiency skills especially in writing has been solved.
      PubDate: Thu, 16 May 2019 08:51:54 +000
       
  • Teaching Translation With the Notion of Discourse Analysis Under Different
           Communication Patterns

    • Abstract: The study of teaching translation has always been influenced by the theory of foreign language teaching, regardless of the theoretical or practical approaches the researchers used. In the classroom, students are frequently bored with translating grammar because they are seldom taught how grammar works. In view of this teaching gap, this study offers new translating skills for students to enhance their understanding and readability of the translated texts. Dr. Randy Pausch’s “The Last Lecture,” available in both video and text, was used as the study material because of the special language features of speech and written texts. Using Dr. Pausch’s spoken and written material, the study adopted Hall’s (1976) intercultural communication patterns together with discourse analyses by Halliday and Hasan (1976), so that students can learn how to analyze coherence and cohesion in their translations with different communication patterns. The subjects for this study were 80 English-major students, and the tools are four texts from Dr. Pausch’s speech and published books. Data from student learning journals and their pre-test and post-test results were collected for statistical examination. Rather than simply translating words and following grammatical rules, the study provides new ideas for teaching translating, enhancing the quality of student translations by melding the latter with their personal experiences of the words they read and hear.
      PubDate: Thu, 16 May 2019 08:46:29 +000
       
  • A Review of Studies on Cognitive and Metacognitive Reading Strategies in
           Teaching Reading Comprehension for ESL/EFL Learners

    • Abstract: Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.
      PubDate: Mon, 13 May 2019 08:10:42 +000
       
  • The Relationship Between Self-Regulations and Online Learning in an ESL
           Blended Learning Context

    • Abstract: Technology has changed the social landscape and the nature of social interaction. Education has been affected by these changes, as technology has facilitated the creation and Implementation of new educational environments and delivery methods (e.g., distance and blended-learning structures). While the prevalence of such approaches has increased over time, little is known about the learning skills that promote academic success; consequently, the ability of instructors and administrators to implement appropriate methods to foster these skills is hindered. This study examines distance education and focuses on the self-regulation literature to identify skills that can predict ESL learning success in a blended educational environment. Data were collected from 70 students attending a blended English language course. Using subscales from Motivated Strategies for Learning Questionnaire, five Self-regulatory attributes likely to predict academic performance were identified: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy.
      PubDate: Sat, 11 May 2019 08:24:55 +000
       
  • The Effect of Using Communicative Language Teaching Activities on EFL
           Students’ Speaking Skills at the University of Jeddah

    • Abstract: The aim of the present study was to examine the effect of using communicative language teaching (CLT) activities on EFL students’ speaking skills at the English Language Institute (ELI) of the University of Jeddah (UJ). The researcher conducted the current study in two classes of 21 female EFL students each; one class was the experimental group and the other the control group. The experimental group was taught using three communicative activities—interviewing, problem-solving, and role-playing—while the control group was taught using traditional methods. The current study followed a quasi-experimental study to answer the primary research question. The quasi-experimental study was conducted using a pre- and post-test design to determine if there was a significant difference between the scores of the experimental and control groups. The findings of the current study show that the experimental group scored higher than the control group. These findings have positive implications for the continued implementation of CLT teaching practices at the ELI of UJ.
      PubDate: Fri, 10 May 2019 06:16:49 +000
       
  • Managing Cognitive Complexity of Academic Writing Tasks in High Stakes
           Exams via Mentor Text Modeling: A Case of Iranian EFL Learners

    • Abstract: Cognitive complexity is traditionally used for describing human cognition along a simplicity-complexity axis in tests like TOFEL IBT and GRE where text creation and rhetorical organization are quintessentially important. Accordingly, this study sought to investigate the impact of mentor text modelling on cognitive complexity of academic writing tasks in terms of students’ responses to the test inputs. For this purpose, from the population of applicants applying for various high stake exams at Jihahde Daneshgahi, Isfahan University, three intact classes were selected based on a convenient sampling method. The students, both male and female, were graduates from various majors in applied sciences whose age range was between 24 and 29 and they had all passed the preparatory classes required for attending academic writing courses. Each targeted class with twenty-five applicants was concurrently programmed for three writing tasks with various cognitive complexity levels: Independent, integrated, and analytical. The classes, a total of 75 EFL learners, were randomly assigned to three equal groups labeled as product based (PBG), process based (PRBG), and mentor text modeling (MTMG) respectively. Employing a posttest only quasi-experimental design, learners in the three groups received their instruction on advanced writing during a sixteen session course. The learners in each group were taught based on the selected writing approaches. At the end of the treatment, the learners' writing performance was assessed on test tasks within the pre-specified time and word limits by utilizing a relevant posttest. Data analysis reflected that mentor text modeling enjoyed a potentially higher pedagogical efficacy since the learners in the MTM experimental sample performed better in terms of both accuracy and fluency compared with the groups receiving their writing instruction through either product or process based approaches. Notably, the findings revealed that mentor text modeling is a functionally dependable resource for managing writing tasks cognitive complexity and neutralizing the trade-off effect between accuracy and fluency by offering insightful pedagogical hints to EFL teachers, test takers, and writing material developers who have always had a hard time calibrating writing accuracy and fluency in high stake exams.
      PubDate: Wed, 08 May 2019 05:56:18 +000
       
  • Analysis of Intonation Patterns of Selected Nigerian Bilingual Educated
           Speakers of English

    • Abstract: The intelligibility of everyday speech is built on the mastery and the use of appropriate intonation patterns. This makes intonation the music of everyday speech of which its appropriate use has been the final hurdle that the majority of the speakers of English as a Second Language have not crossed. This paper investigated the intonation patterns of the randomly selected 45 bilingual educated speakers of English, from diverse educational backgrounds representing the three senatorial zones in Ebonyi State. A paragraph from Roach (2010) was given to the participants to read. It was recorded and converted to WAVE audio with the use of audio converter. The utterances of interest to the research were extracted with the use of Sony Sound Forge and segmented on a text grid window on Praat. Pierrehumbert’s Auto-segmental Metrical approach to intonation served as the theoretical framework and the transcription was done using ToBI. The study revealed a low level of proficiency in the use and assignment of accurate patterns of intonation in the speeches of the participants. Aside the widely known and commonly used intonation patterns of fall, rise, rise-fall and fall-rise, it was observed that there was the presence of the use of low pitch accent, low boundary tone in the speeches of the participants. Significant inclination towards the use of the falling tone was observed. However, bilingual make-up or educational qualification does not determine appropriate use of intonation patterns. In a bid to, therefore, account for effective communication among educated bilingual speakers of English, more time should be given to the development of this skill using meaningful utterances in context rather than the use of words or sentences in isolation.
      PubDate: Wed, 08 May 2019 05:19:19 +000
       
  • Understanding Reading Strategies of EFL Saudi Students

    • Abstract: In many contexts around the world, English has become a major means of daily communication and a language for research and technology. Reading in English plays a key role in students’ academic learning in many higher education contexts where English is the principal medium of instruction. This study measured reading strategies use as well as reading habits for everyday reading practices of EFL Saudi university students. For collecting data, Students completed a questionnaire and were interviewed by the two researchers. The quantitative and qualitative results yielded positive results that students were categorized as high users of reading strategies. Students employed different strategies to approach the complexity of reading texts. In addition, results indicated that there was a relationship between students’ motivation toward reading, reading habits of reading practices and the way students implement different reading strategies.
      PubDate: Wed, 08 May 2019 00:42:21 +000
       
  • Investigating Students’ and Staff Members’ Attitudes Toward the
           Efficiency of the Language Skills Modules Offered During the Foundation
           Year

    • Abstract: In the scope of teaching English as a foreign language, and more specifically teaching speaking, reading, and writing, this study investigated the attitudes English language teachers-to-be have towards the three language skills modules, namely, Conversation, Reading, and Basic writing, offered by the College of Basic Education (hereafter CBE) in Kuwait. It also investigated the concerns of staff members at the English department in CBE with regards to the matter. The study utilized two questionnaires, one distributed to the students’ population, i.e., English major students (the sample received was (N 385), and the other one distributed to all staff members in the English department in CBE (N 27). In addition, 20 students were randomly selected and interviewed to verify the questionnaires’ results. The data, then, were analysed both quantitatively and qualitatively. Percentages, means and standard deviations were calculated together with t test and ANOVA. Results showed that even though most students and staff members showed positive attitudes towards most of the questionnaires’ items, others were concerned about a few items.
      PubDate: Tue, 07 May 2019 07:41:57 +000
       
  • Using Constructive Alignment to Foster Teaching Learning Processes

    • Abstract: This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students’ accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students’ progression in learning and in augmenting their academic skills. Biggs’ model of constructive alignment, Biggs’ SOLO taxonomy and Bloom’s taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process - creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.
      PubDate: Mon, 06 May 2019 03:22:09 +000
       
  • A Study on WeChat-Based Collaborative Learning in College English Writing

    • Abstract: With the rapid development of mobile information technology and social media networks, it is feasible for college English teachers to get access to social networks such as QQ, Email and MSN as a way of practicing English writing beyond classroom. Similarly, it is also possible for teachers to utilize WeChat Platform where online communities for students and teachers can be established to combine collaborative and mobile learning together as a complementary way of classroom writing teaching. WeChat Platform, as the most popular software in China, owns the advantages of transmitting instant message, videos and pictures, which supplies students more chances to collaborate and interact with each other/one another at different stages of writing tasks. This research explores the application collaborative learning of college English writing on WeChat Platform. Based on the one-semester research as well as the questionnaire of the pre-test and post-test, it is revealed that, although there are still a few challenges for students and teachers to face, this mode of college English writing contributes to cultivating the students’ team spirit, enhancing their initiative, improving their writing efficiency and developing their critical thinking by engaging in student-student and student-teacher collaboration and interaction, information sharing, communicating and socializing with classmates.
      PubDate: Wed, 01 May 2019 23:21:15 +000
       
 
 
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