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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: 7)
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: 60)
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: 13)
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: 24)
Mechanical Engineering Research     Open Access   (Followers: 19)
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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Journal Cover
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]
  • Reviewer Acknowledgements for English Language Teaching Vol 12 No 9

    • Abstract: Reviewer acknowledgements for English Language Teaching, Vol. 12, No. 9, 2019
      PubDate: Fri, 30 Aug 2019 07:15:45 +000
  • How to Help Students Learn English Better: Towards Creating a Language
           Learning Culture

    • Abstract: The purpose of this study was to investigate university students’ perspectives of effective teaching that helped them learn English better. Adopting an interpretative approach to the research, the data was collected in three phases. In Phase One an interview was used and 17 university students studying English in Intensive English programs were interviewed. In Phase Two a qualitative questionnaire was used and 165 students responded to it. In Phase Three four students were interviewed for further information about the effective teaching characteristics identified in phases one and two. The findings of the study revealed that effective EFL teaching had two main dimensions: instructional skills and human characteristics. A wide range of categories and subcategories were classified under each dimension. Bearing in mind the descriptions and information the respondents gave throughout the Three Phases, the broader picture of effective teaching reflected the idea of a learning culture that effective teachers had an important role in creating.
      PubDate: Fri, 30 Aug 2019 06:26:10 +000
  • A Study of Narrative Strategies in A Farewell to Arms

    • Abstract: A Farewell to Arms by Ernest Hemingway in his early creative time, has been rated as “the representative classic in the Lost Generation” for its particular narrative strategies. This paper gives a systematic analysis of its narrative order, narrative voice and narrative situation so as to achieve a better interpretation of the narrative effect of this novel.
      PubDate: Thu, 29 Aug 2019 22:48:05 +000
  • The Relationships Among Affective Factors in Learning EFL: A Study of the
           Saudi Setting

    • Abstract: Adopting a mixed-method design, the current study attempted to specify the relationships among four affective factors (i.e., motivation, attitudes, self-confidence, and anxiety) involved in learning English as a Foreign Language (EFL). Seventy-three students – from Administration and Humanities College, Mustaqbal University and Jubail University College, KSA – responded to a questionnaire of two parts: Part I and Part II, which yielded quantitative data. Qualitative data were generated through the analysis of Part I results to prove that there was no relationship between Saudi students’ EFL proficiency and their awareness of the affective factors involved in learning it. Findings of Part II confirmed the interrelatedness among the four affective factors in the learning process in general, except for self-confidence did not significantly correlate with anxiety; the former got the highest mean (48.79) while the latter got the lowest (34.93). Calculating Standard Multiple Regression for the four affective factors, the study concluded giving four arithmetic equations of the predictive relationships among these factors. In the Saudi setting, the current study confirmed that anxiety does not affect learners with high motivation and good attitudes to a great extent. Besides, it does not affect self-confident learners at all.
      PubDate: Sat, 24 Aug 2019 12:31:22 +000
  • Reading Anxiety Among Chinese Exchange Students in a Study-abroad Context

    • Abstract: This study presents the results of an investigation into L2 reading anxiety among eight Chinese exchange students who participate in a one-year program at an American University. Foreign Language Reading Anxiety Scale (FLRAS) is used as a measurement of reading anxiety. Data are also collected from semi-structured interviews, syllabus of all six specialized courses participants have taken during the academic year and their final scores. The study finds: 1) all participants experience a rather high level of reading anxiety; 2) despite such anxiety, participants perform well in all major courses; 3) underlying causes for reading anxiety include content knowledge, unpreparedness of cultural difference and general negative feeling of studying a foreign language. Based on the research findings, suggestions are given to improve the overall efficacy of such exchange program, aiming to benefit all immediate parties involved.
      PubDate: Fri, 23 Aug 2019 21:17:48 +000
  • Increasing Students’ English Language Learning Levels via Lesson

    • Abstract: The study aims to develop students’ higher cognitive skills e.g. analysis, synthesis and assessment and to increase their academic successes by reflecting their cognitive skills in psychomotor skills in practice with the help of lesson study. Therefore, the aim of the study is to increase students’ English as a foreign language learning level. Action research was used in the study. “English Achievement Test” and “Semi-Structured Interview Form” developed by the researchers were used as data collection instruments. English achievement test was used as pre-test and post-test to define students’ English language levels, and semi-structured interview form was used to determine teachers’ views about lesson study practice. According to research result, lesson study has increased students’ learning levels significantly. Moreover, teachers stated that lesson study was highly beneficial and affected their professional development in a positive way. It was stated by teachers in the study that lesson study had the teachers a chance to observe and assess their teaching qualities and so, it made the students’ learning levels increase significantly. Furthermore, all of the teachers agreed that lesson study as an in-service training model could be an approach used for both other lessons and nationally.
      PubDate: Tue, 20 Aug 2019 10:41:47 +000
  • 10 Years vs. 16 Hours: An Effective Curriculum to Improve Chinese College
           Students’ English Presentation Quality in Public

    • Abstract: Despite the long-term and intensive English learning educations they received, Chinese college students still have to struggle to make an even 2 minutes professional English presentation. Through more than 10 years English study, their vocabulary and language knowledge are enough for delivering an intermediate level English presentation. By observing a mid-sized (38 students) class study in details and one on one interviewing and surveying in Shanghai University of Engineering Science in 2014. The psychological factors are assumed to the top reason to hinder students from being confident and motivated in speaking English in public. A 16 hours task-based curriculum is designed with sufficient practices focusing on solving these psychologically related problems. Upon comparing and analyzing the detailed assessment data starting from the initial evaluation to the final examination, dramatically improved score and highly elevated sense of self achievement and satisfaction of the students were observed. It is evident the curriculum aimed on students’ motivation and interests, as well as the ‘hands-on’ experiences should generate dramatic improvements for most of the Chinese college students.
      PubDate: Tue, 20 Aug 2019 10:26:24 +000
  • From Periphery to the Core: Promoting College English Teachers’
           Professional Development From the Perspective of Community of Practice

    • Abstract: Collaborative lesson preparation is a common practice for Chinese teachers who work together to solve their teaching difficulties and problems. Based on the theoretical framework of community of practice (CoP), this paper describes how a teaching group in a university (entitled G University) in China was engaged in its lesson-preparation community and how the collaboration in lesson preparation impacted teachers’ professional development. Based on the findings of the study some lessons have been drawn about how to establish a successful CoP to promote Chinese teachers’ professional development.
      PubDate: Tue, 20 Aug 2019 05:35:04 +000
  • A Study of the Construction of English Hidden Curriculums at Primary
           Schools in China

    • Abstract: The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.
      PubDate: Fri, 16 Aug 2019 04:44:11 +000
  • Writing Anxiety Among Saudi Female Learners at Some Saudi Universities

    • Abstract: Writing is an important skill in language learning and in academic achievement. The level of writing anxiety could affect students' achievements positively or negatively. This research aimed to examine the writing anxiety among Saudi female learners enrolled in English language departments at some Saudi universities. It also aimed to identify the sources of writing anxiety. To this end, a mixed method study was designed in which Writing Apprehension Test (WAT) Scale by Daly and Miller (1975) and an open-ended question were used to collect necessary data from 105 randomly selected learners. For data analysis, two different statistical procedures in Statistical Package for Social Sciences (SPSS) and a specific formula suggested by Daly and Miller (1975) were applied. Coding was applied to qualitative data. The results indicated that the participants (N = 105) experience moderate level of writing anxiety. In addition, the main sources of writing anxiety were evaluation, generating ideas, grammar, time pressure, and lack of confidence.
      PubDate: Sat, 10 Aug 2019 05:30:26 +000
  • Exploring the Strength of the Process Writing Approach as a Pedagogy for
           Fostering Learner Autonomy in Writing Among Young Learners

    • Abstract: Learner autonomy is widely recognized as a desirable educational goal in second or foreign language learning. However, the generality of the concept often makes it difficult to either nurture or measure the related traits. The present study focused on learner autonomy in the area of writing, exploring the use of the process approach as a means to foster its development in terms of students’ emerging writing skills. The study was conducted in the naturalistic settings of three secondary school ESL writing classrooms in Hong Kong involving 70 student participants. Data gathered quantitatively with a questionnaire and qualitatively through self-assessment forms, learners’ journals and case studies suggest that the process approach can reduce students’ reliance on the teacher and their tendency to seek help from others, while leading to growth in their metacognitive knowledge about writing and their knowledge of themselves as writers. These developments are all signs of the emergence of learner autonomy in these young ESL writers. Overall, the findings suggest that the process approach can bring about similar changes in young writers despite variations in the cultural backgrounds and teaching beliefs of its implementers. It is argued that the strength of the process approach may lie in the stimulation of the growth of autonomous skills and attitudes in writing in young learners, and such a strength should be recognized by language educators who view learner autonomy as a major educational goal.
      PubDate: Thu, 08 Aug 2019 23:41:55 +000
  • The Effect of Academic Vocabulary Use on Graduate Students’ Writing
           Assignment Scores

    • Abstract: Since students are increasingly expected to use academic vocabulary while at university, this study was conducted to determine whether a statistical correlation existed between the use of academic vocabulary in assignments and the marks obtained by graduate students, using a purposive sample of graduate students (n = 11). The students were asked to provide some of their assignments and to take part in an interview. Twenty-three assignments were collected, and five students were interviewed. Textual analyses and interviews were conducted to measure correlations between variables and address other questions. To determine words that could be identified as being academic, I used the academic word list (AWL) created by Coxhead in 2000. No significant correlation was found between the use of the academic vocabulary in the assignments and the marks the students received. Additionally, this study investigated certain other variables, such as: the importance of academic vocabulary from the students’ perspective, their understanding of academic vocabulary, and their attitudes towards the choice of academic vocabulary.
      PubDate: Wed, 07 Aug 2019 23:36:26 +000
  • Struggle Between the Real and the Fictive: The Development of Chinese EFL
           Learners’ Voice Construction in Short Story Writing

    • Abstract: The issue of voice has received considerable critical attention in second language writing (SLW) in the past decades. This study intends to enrich the research of voice in the Chinese context, which may mirror some issues in EFL environments. The short story writing process of an English-major undergraduate was particularly analyzed in this study, based on Canagarajah’s (2014) analytical framework for voice analysis. After tracking the writing process for five weeks, it could be found that the student could deliver a rather satisfactory voice effect through her text, although she went through some struggle in the dialogic process. The narrative voice, the plot structure and the character were major features that the student focused on to convey her ideas. The study also provides some insights to EFL/ESL teachers about assisting students to express themselves in English writing.
      PubDate: Wed, 07 Aug 2019 04:36:23 +000
  • Digital-Native Trends in Teaching ESP to Engineering Students in Saudi

    • Abstract: The internet has redefined every aspect of human life-personal routines, business practices, and education. Advances in information and communication technology have also influenced English language learning and teaching in classrooms. This study explores the effectiveness of eLearning tools in teaching English for Specific Purposes (ESP) courses to engineering students in Saudi Arabia. To achieve the objectives of the study, a questionnaire with 15 questions about the employment of eLearning tools in Saudi universities was distributed to 60 ESP instructors selected from across universities in Saudi Arabia based on convenience sampling. The analysis of the data is inferential and interpretive. The results reveal that the adoption of eLearning tools in ESP classrooms is perceived by instructors to be effective for teaching the English language to engineering students. However, as per the result, eLearning tools along with traditional teaching methods are considered more convicing for teaching ESP to engineering students.
      PubDate: Wed, 07 Aug 2019 00:37:24 +000
  • The Influence of Short-Term Overseas Internship on English Learners’
           Self-Efficacy and Intercultural Communication Apprehension

    • Abstract: There are more choices of overseas internship program with the increasing international communication. As an international language, English plays an important role in overseas internship program. The influence of short-term overseas internship is worthy of deep study. This study was designed to explore the possible influence of short-term Disney College Internship on interns’ self-efficacy and intercultural communication apprehension. Questionnaires and follow-up interview were used to collect data. The results show that the internship experience has enhanced interns’ intercultural self-efficacy and lowered their intercultural communication apprehension.
      PubDate: Tue, 06 Aug 2019 06:55:06 +000
  • Study on Teaching College English Writing Based on Lexical Chunks

    • Abstract: College English writing is one of the four basic skills in English learning, which can objectively reflect students’ language ability. Whereas, English writing is considered to be the most difficult part to improve. As we can see, in the essays of the Chinese college students, there often appears Chinglish, correct in grammar but unauthentic in expression. In order to better the situation, the author has introduced the new idea of lexical chunks into the teaching of college English writing. Under this guideline, students should firstly understand the lexical chunks theory, ranging from the definition to the various classifications of lexical chunks. Afterwards, students should learn to recognize and even learn some important chunks by heart. The third step should lie in their daily practice of consciously using chunks they learned in their writings, followed by the final step of appropriate usage of chunks unconsciously. Students are expected to improve their writing ability in the process of identifying and using lexical chunks.
      PubDate: Mon, 05 Aug 2019 05:00:17 +000
School of Mathematical and Computer Sciences
Heriot-Watt University
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Fax: +00 44 (0)131 4513327
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