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: 17)
Asian Social Science     Open Access   (Followers: 8)
Cancer and Clinical Oncology     Open Access   (Followers: 8)
Computer and Information Science     Open Access   (Followers: 14)
Earth Science Research     Open Access   (Followers: 10)
Energy and Environment Research     Open Access   (Followers: 12)
Engineering Management Research     Open Access   (Followers: 7)
English Language and Literature Studies     Open Access   (Followers: 22)
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: 64)
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: 20)
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: 14)
J. of Education and Learning     Open Access   (Followers: 3)
J. of Educational and Developmental Psychology     Open Access   (Followers: 18)
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: 29)
Mechanical Engineering Research     Open Access   (Followers: 20)
Modern Applied Science     Open Access   (Followers: 2)
Network and Communication Technologies     Open Access   (Followers: 4)
Review of European Studies     Open Access   (Followers: 12)
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]
  • Reviewer acknowledgements for English Language Teaching, Vol. 13, No. 2,
           2020

    • PubDate: Fri, 31 Jan 2020 09:46:51 +000
       
  • Comparative Study of English Learning Beliefs between Chinese and Korean
           College Students in Minority Region

    • Abstract: Beliefs are a central construct in every discipline. Meanwhile, students’ beliefs about language learning play an important role in their language motivation, attitude and achievement. This study intends to explore the current situation of the English learning beliefs of College students in Minority Regions in China and then attempts to find out the similarities and differences in English learning beliefs between Chinese and Korean students. The results show that self-efficacy is the most important factor affecting non-English major sophomores of minority regions. And there are clear differences exist between two sub-scales of English learning beliefs.
      PubDate: Fri, 17 Jan 2020 05:38:47 +000
       
  • Revisiting the Explicit Learning of Vocabulary of Chinese EFL Learners

    • Abstract: This study intends to find out how the retention of new vocabulary items could be affected by the item type (collocations versus single words), association strength between collocates and the collocate-node relationship. 101 Chinese EFL learners encountered the new items in paired-associate format. Participants were assigned to three groups: learning two types of collocations with high association strength, learning two types of collocations with low association strength, and learning new items in single words. The results show that learning new items in collocations yielded better retention of receptive and productive knowledge of meaning than in single words. Collocations with greater association strength also led to better retention of meaning. Different item types and associate strength has little effect on the retention of form.
      PubDate: Fri, 17 Jan 2020 03:56:02 +000
       
  • Chinese Language in Saudi Arabia: Challenges and Recommendations

    • Abstract: This study identifies potential challenges for learners, teachers, and curriculum designers regarding the recent inclusion of Chinese as a foreign language (CFL) in the Saudi education system, according to an in-depth review of previous research. This review focused on issues related to CFL learning, pedagogy, and curriculum. Factors were grouped into five categories: 1) CFL learning difficulty, 2) learner motivation and aptitude, 3) learner culture, 4) pedagogical effectiveness, and 5) curriculum design. To gain a deeper understanding, a sample of 25 foreign language learners and 15 curriculum designers was selected randomly from a university in the north of Saudi Arabia to complete a questionnaire. Descriptive statistics were employed to highlight the most important issues. The data analysis revealed serious concerns among CFL learners, such as language difficulty, learner motivation and aptitude, and learner culture. CFL pedagogy could also pose a challenge. However, no concerns were found related to CFL curriculum. Implications and recommendations are offered to help incorporate CFL into the Saudi education system and encourage further research.
      PubDate: Fri, 17 Jan 2020 03:39:28 +000
       
  • Differences in Motivation to Learning English among Saudi University
           Students

    • Abstract: This paper analyzes and determines the various orientations of 247 Saudi male and female university students for learning English. The descriptive and correlational approaches were used to investigate the participants’ motivations. The researchers adapted questionnaires available from the literature to quantitatively collect data. The results show that university students are highly motivated to learning English and therefore, it suggests that motivation is an important variable that shapes learners' idea about foreign language learning. The results also show that students of different gender and majors had different perspectives about English learning. The conclusions, and recommendations of the present study provide platform for future investigations into EFL learners’ motivation in other areas of Saudi Arabia or in similar settings in Arabic speaking countries to find out differences in students' orientations.
      PubDate: Thu, 16 Jan 2020 06:35:31 +000
       
  • Metadiscourse in Research Article Genre: A Cross-Linguistic Study of
           English and Hausa

    • Abstract: The aim of conducting this study came from a need to explore contrastive study in using metadiscourse features between English and Hausa in research article genre. This study investigated what metadiscourse features are frequently used across two languages in research article genre. A sub-corpus of ten research articles was compiled from each language. The study adopted Hyland’s (2005) typology of metadiscourse features. The results of the study show that there are certain commonalities and differences in using the features across the languages. In terms of similarity, both groups of writers typically used all categories of metadiscourse features. They are almost having a similar frequency of boosters and attitude markers. On the other hand, writers from Hausa research article typically had a high frequency of self-mention, whereas writers from English had a low frequency of the feature. One remarkable feature in Hausa sub-corpus is the use of proverbs and idioms. This study recommends raising awareness of students in relation to linguistic and social conventions of their disciplines.
      PubDate: Thu, 16 Jan 2020 06:17:50 +000
       
  • Exploring Thai EFL Students’ Knowledge of English Binomials

    • Abstract: One sub-type of collocations which is under-researched is binomials. The purposes of this study were to investigate Thai EFL students' knowledge of English binomials, determine the syntactic structure of the internal elements of binomials reported as most or least known by them, and test if the students' knowledge of binomials was significantly different when taking account of their years of study. The sample was 130 first - sixth year students enrolled in four different faculties at a university in northeastern Thailand, and classified as intermediate EFL learners for the purpose of this study through the online Oxford Placement Test. An acceptability judgment test of English binomials was used to collect the data. The results revealed that, on the whole, the participants had a low level of knowledge of English binomials; there was no significant difference in their knowledge regarding the syntactic structure of binomials (Noun+Noun and Verb+Verb); and the participants were not significantly different in their knowledge in terms of their years of study. The results pertaining to the participants’ low level of knowledge of binomials were discussed in relation to lack of exposure to English and effective pedagogy of English idioms.
      PubDate: Thu, 16 Jan 2020 05:59:52 +000
       
  • The Qualities of Effective Teachers as Perceived by Saudi EFL Students and
           Teachers

    • Abstract: The aim of this study was to investigate the dominant types of qualities of effective teachers. The study further aimed at exploring the extent to which the students' and teachers' perceptions are different. The sample of the current study consisted of 150 students and 40 teachers in (16) female public intermediate schools in Al-Madinah Al-Munawarah to participate in the study. To achieve the purpose of the study, data were collected via a four point Likert-scale questionnaire designed by the researcher. The results of the descriptive statistics indicated that the mean and rank of the two types of the qualities of effective EFL teachers revealed that the dominant type among the participants was the instructional skills. Meanwhile, the personal traits of effective EFL teachers were ranked first by teachers and second by students. Additionally, the results of the Independent Sample T-Test showed no statically significant differences in the perceptions of Saudi EFL students and teachers with respect to the qualities of effective teachers.
      PubDate: Wed, 08 Jan 2020 07:16:23 +000
       
  • The Construction of College English Teaching Model Based on PAD Class

    • Abstract: PAD (Presentation-Assimilation-Discussion) is a new teaching mode put forward by Professor Zhang Xuexin of Fudan University, which has attracted the attention of academic circles in recent years and has been widely used in teaching practice in China. After personal practice in college English courses, the author believes that in order to optimize the teaching and learning effect, we need to combine this model with the “literature circle” in reading program and attach great importance to the pivotal role of peer support in the learning procedure. Only in this way can we really achieve the goal of cultivating talents with core literacy. The current study focuses on the implementation of college English teaching practice based on the PAD class and its effect compared with traditional teacher-centered classroom teaching.
      PubDate: Wed, 08 Jan 2020 06:54:33 +000
       
  • Saudi EFL Learners’ Preferences of the Corrective Feedback on
           Written Assignment

    • Abstract: The aim of the current study is to investigate the Saudi English as a foreign language (EFL) learners’ preferences for corrective feedback on written assignments. This mixed-method study used a closed-ended Likert scale questionnaire that was adopted and adapted to suit the participants under investigation. Additionally, an open-ended question was used to gain more insight. Both instruments were completed by 114 Saudi female EFL learners whose ages ranged from 12 to 13 years old and who were studying in the seventh grade at a private school in Jeddah. The instruments were given to the learners after 6 weeks of implementing three different types of feedback on written assignments. The quantitative part of the study was descriptively analysed using SPSS to find the learners’ preferences in corrective feedback, and a one-way ANOVA was used to find the differences between learners’ preferences among groups. The qualitative part of the study was thematically categorised and manually analysed using Excel. The findings revealed that the learners’ preferences did not vary according to the type of corrective feedback. However, the vast majority of learners preferred having constructive feedback on how to correct their mistakes. Additionally, learners preferred the use of electronic devices to receive corrective feedback. This study suggests that teachers consider learners’ preferences on corrective feedback so that they can incorporate these into their teaching plans.
      PubDate: Wed, 08 Jan 2020 06:47:29 +000
       
  • The Effects of Elementary Students’ Science Learning in CLIL

    • Abstract: The purpose of this study was to explore the effects of students’ science learning in Content and Language Integrated Learning (CLIL) at one elementary school in Taiwan. This study investigated student perceptions of both the content and language achievement of science learning in CLIL. Data collection techniques included graphic organizers, individual interviews, students’ self-assessment, and students’ tests. Findings showed that CLIL helped enrich student vocabulary size, foster student science knowledge, and lead them to expect to learn other subjects in English. They also enjoyed the CLIL approach, but expressed limited knowledge about the school flower.
      PubDate: Wed, 08 Jan 2020 06:28:03 +000
       
 
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