Publisher: CCSE   (Total: 43 journals)   [Sort by number of followers]

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English Language Teaching     Open Access   (Followers: 29)
Environment and Natural Resources Research     Open Access   (Followers: 5)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 5, SJR: 0.416, CiteScore: 1)
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Intl. J. of Chemistry     Open Access   (Followers: 10)
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Intl. J. of English Linguistics     Open Access   (Followers: 8)
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Intl. J. of Psychological Studies     Open Access   (Followers: 4)
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J. of Agricultural Science     Open Access   (Followers: 4)
J. of Education and Learning     Open Access   (Followers: 2)
J. of Educational and Developmental Psychology     Open Access   (Followers: 15)
J. of Food Research     Open Access   (Followers: 3)
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J. of Politics and Law     Open Access   (Followers: 9)
J. of Sustainable Development     Open Access   (Followers: 24)
Mechanical Engineering Research     Open Access   (Followers: 17)
Modern Applied Science     Open Access   (Followers: 1)
Network and Communication Technologies     Open Access   (Followers: 4)
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Review of European Studies     Open Access   (Followers: 12)
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English Language Teaching
Number of Followers: 29  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1916-4742 - ISSN (Online) 1916-4750
Published by CCSE Homepage  [43 journals]
  • English Language Teaching, Vol. 15, No. 5, May 2022

    • Abstract: English Language Teaching, Vol. 15, No. 5, May 2022
      PubDate: Sun, 01 May 2022 04:12:27 +000
       
  • The Richness of English Language During Covid-19 Pandemic: Selected Words
           and Expressions That Can Be Taught to EFL Students at the Colleges of
           Health Science and Colleges of Nursing in KSA and Kuwait

    • Abstract: The COVID-19 crisis has made the years 2020 and 2021 an unpolitical and spiritual crisis. It has affected virtually everybody in the world and introduced a new normal. Since the beginning of the COVID-19 outbreak, people have been hooked on consuming news media to follow the development of this unprecedented disease. Subsequently, a new language with vocabulary, expressions, and metaphors has appeared in various languages, including English and Arabic. Dictionaries have added new words in English and revised others; they are now fully integrated into our everyday vocabularies. COVID-19 has changed the English language in many ways: it has brought previously obscure medical words to the forefront of everyday speech, made terms related to social isolation more common, and witnessed a shift in meaning in other terms. As linguists, researchers, and teachers gradually return to their classrooms next term (Spring, 2022) we undertook this study to identify 57 English terms, expressions, and metaphors that emerged during the COVID-19 pandemic, either in English-speaking countries or Arabic-speaking countries where English is a first or second language. We deemed the new terminologies necessary for EFL learners in the Gulf Cooperation Countries (GCC) countries. It can serve the purpose of making a list of these words and expressions to be taught to our EFL students at colleges of nursing and health science in Kuwait or Saudi Arabia or any other equivalent colleges in the Arab World. The terms and expressions came from articles, magazines, and English and Arabic dictionaries published during the COVID-19 pandemic.
      PubDate: Sun, 01 May 2022 02:42:57 +000
       
  • A Longitudinal Study of Saudi EFL Teacher Perspectives on Classroom
           Management Strategies

    • Abstract: Using a rating scale, this study investigated Saudi English as a Foreign Language (EFL) teachers’ perspectives on the importance and implementation of classroom management strategies (CMSs) during three phases: T1, T2, and T3. Results differed significantly regarding the importance of positive CMSs for primary (T1 and T3) and secondary schools (T2). Additionally, results were significant for negative CMSs in favor of primary schools (T3). Results differed significantly regarding implementing positive CMSs for secondary (T1) and primary schools (T3). Last, results were significant for negative CMSs favoring primary (T1) and secondary schools (T3). EFL teachers’ perspectives remain critical and researchable.
      PubDate: Sun, 01 May 2022 02:22:10 +000
       
  • Syllabus Development on Writing English News Stories for Kasetsart
           University Students, Thailand

    • Abstract: An English syllabus was developed on writing English news stories for the English for Journalism course in the second semester of the 2014 academic year at Kasetsart University, Kamphaeng Saen campus, Thailand. The study focused on the development of material for writing hard-news and feature stories. The sample consisted of 154 students who had majored in English. The development and analysis of the syllabus for the course used a book titled English News: Reading and Writing developed by Peking University Press (2008). The analysis implemented current news stories in the course for their social and cultural contexts. The findings indicated that the designed curriculum worked well to some degree but that it was limited by the students’ lack of familiarity with writing news stories. We suggest various actions: 1) to further develop students’ writing ability, the lecturer should integrate more comprehensible inputs and material apart from those in the book; and 2) the news input material could be sourced from current news stories around the world with particular attention to Appraisal Framework (Martin & White, 2005) and the learning cycle proposed by the Sydney genre-based school (Martin & Rose, 1994), which are the main approaches under systemic functional linguistics, focusing on metafunctions (field, mode, tenor), the context of situation and the context of culture.
      PubDate: Fri, 29 Apr 2022 05:48:55 +000
       
  • Saudi EFL Primary School Teachers’ and Parents’ Perceptions of Online
           Assessment During COVID-19 Pandemic

    • Abstract: Since March 2020, the world has been impacted by the COVID-19 pandemic, which resulted in sudden school closures and a rapid transition from traditional face-to-face education to a new model of online learning and assessment. The present study analyzes two cohorts—primary-school EFL teachers and students’ parents—regarding the perceptions they have had and the challenges they have faced when assessing young EFL learners online during COVID-19. A specific aim of the study is to identify primary-school EFL teachers’ perceptions of the online methods used in assessing young EFL learners in the Riyadh region of Saudi Arabia. The research follows a quantitative method involving a convenience-sampling method for the selection of the study’s participants. A total of 34 primary-school EFL teachers and 20 parents of young learners who are studying online in primary public schools were the main participants of the study. The researcher used a survey-based method involving a five-point Likert scale to collect data from the participants. The surveys were distributed online via the social-media application WhatsApp. The statistically analyzed responses yielded two types of descriptive statistics: frequencies, and percentages. The results show that both the teachers and the parents perceived online assessments as more convenient, fun and interactive than traditional paper-based assessments. Furthermore, both the teachers and the parents associated online assessments with serious challenges, such as cheating and technical problems. And teachers held positive views of various online methods and techniques for the assessment of young EFL learners.
       
      PubDate: Wed, 27 Apr 2022 01:40:22 +000
       
  • Noun Phrase Complexity in Academic Writing: A Comparison of Research
           Proposals Written by Chinese EFL and Malaysian ESL Postgraduates

    • Abstract: An increasing body of scholars have investigated noun phrase complexity in L2 English writing from varied perspectives, but few of them focus on the differences of the English writing produced by EFLs and ESLs. Thus, the study explored how three international postgraduates from China and three local Malaysian postgraduates in a top university of Malaysia differ in noun modification. The noun modifiers in their research proposals were coded, categorized, counted, and compared. Based on the findings, the EFLs used premodifiers more frequently than the other group, especially for attributive adjectives and nouns as premodifiers, while the ESLs made more frequent use of advanced postmodifiers, including prepositions other than ‘of’ as postmodifiers to express both concrete/locative meanings and abstract meanings, and multiple prepositional phrases with levels of embedding. The findings highlighted the need to implement explicit individualized instruction for the students with different L1 backgrounds but within the same classroom. 
       
      PubDate: Sun, 24 Apr 2022 03:23:20 +000
       
  • Levels of Enjoyment in Class Are Closely Related to Improved English
           Proficiency

    • Abstract: This study investigated the factors, such as students’ foreign language enjoyment, their foreign language classroom anxiety, the teacher’s language choice (English-only instruction versus English instruction with limited legitimate Japanese support), and demographics that affect improvement in English proficiency in EFL communicative classes. Ninety-three college students in Japan participated in this research, for which they completed a questionnaire after the seventh lesson of 14 total lessons during a semester. In addition to t-tests, a stepwise multiple linear regression analysis was performed using the dependent variable of the change in every student’s scores between the midterm and the final examination and six independent variables: age, gender, nationality, the teacher’s language choice, anxiety levels, and enjoyment levels. The results reveal that higher levels of enjoyment in class are significantly correlated with improvement in students’ English proficiency. The present study suggests that enjoyment levels, instead of anxiety levels, affect improvement in students’ English proficiency regardless of teachers’ language choices. Therefore, it is important for teachers to provide classes that are enjoyable for students by motivating and providing the students with activities in which they will succeed, thereby ensuring their self-confidence.
       
      PubDate: Fri, 22 Apr 2022 02:39:41 +000
       
  • The Effects of Blended Learning Instruction on Vocabulary Knowledge of
           Thai Primary School Students

    • Abstract: The present study aimed to investigate the effects of blended learning instruction on vocabulary knowledge of Thai primary school students and students' perceptions toward learning vocabulary through blended learning instruction. A mixed-methods approach was used. Quantitatively, a single group pretest-posttest design was used to measure students' vocabulary knowledge after ten weeks of vocabulary lessons via blended learning instruction. The qualitative method focused on students' perceptions toward blended learning instruction. There were a total of eight student participants at a small school in Kosumphisai, Maha Sarakham province. Three students were in fifth grade and five students in sixth grade. Two research instruments were used in this study: a pre-and-post-test and an in-depth interview. The quantitative results revealed that the post-test score was higher than the pretest score. The blended learning instruction can improve the students' vocabulary knowledge. The qualitative results showed that students had positive attitudes toward blended learning instruction on vocabulary teaching.
      PubDate: Fri, 22 Apr 2022 02:15:55 +000
       
  • The Effect of Inquiry-Based Learning Strategy on Developing Saudi
           Students’ Meta-Cognitive Reading Comprehension Skills

    • Abstract: The main aim of the present study is to develop first year university students' meta-cognitive reading comprehension using inquiry-based learning strategy. Subjects of the study were 106 (53 males, 53 females) first year university students enrolled in two classrooms at colleges representing urban and sub-urban areas in Shaqra University. The present study adopted a quasi-experimental design with one-group. The results of present study showed that first year university students should have the following reading comprehension skills: guessing, description, analyzing and identifying the main idea. Accordingly, the suggested strategy was designed and used to develop these identified meta-cognitive reading comprehension skills. A reading comprehension test, based on the identified skills, was designed and used as a pretest and posttest. Findings of the present study showed that there were statistical differences between the students’ mean score on the pretest and posttest in favor of the posttest, and there were statistical differences between the students’ mean score on the posttest at the level of .05. This can be attributed to the effectiveness of using the inquiry-based learning strategy in developing students' meta-cognitive reading comprehension skills at the university stage.
      PubDate: Fri, 22 Apr 2022 01:52:49 +000
       
  • Insights from a Survey into Chinese University Graduates’ Perceptions
           Toward University-Level English Courses

    • Abstract: Needs analysis guides course and curriculum design. In addition to mandatory courses, it is necessary for intensive language schools and institutes. Recent university graduates in China are increasingly enrolling in language training at public and private language schools to hone their communication abilities. On the other hand, English courses as the workplace prerequisites for Chinese university graduates have been scientifically researched and found to be exceedingly rare. The research's fundamental premise serves that there is a substantial link between the demands of Chinese recent graduates and university English course design. The aim of this research is to assess the goals, needs, and perceived utility of university English courses among recent on-the-job Chinese graduates over an eight-month period. After evaluating the questionnaire and interview replies, it was concluded that these Chinese young graduates in China had similar learning demands, with listening and speaking skills taking primacy. Additionally, various characteristics were discovered that show why an English course designed for future workplace purposes is advantageous to university students. The results are examined in terms of their pedagogical importance for curriculum creation and classroom practice in English courses at the university.
       
      PubDate: Mon, 11 Apr 2022 05:13:31 +000
       
  • Conceptualizing Communicative Language Teaching (CLT) in the EFL Context:
           Ethnographic Experiences of CELTA and Non-CELTA Holders

    • Abstract: Communicative language teaching (CLT) has become the favourite teaching approach of many English teachers because of its focus on communication (Kumaravadivelu, 2006). A number of researchers have investigated EFL teachers' perceptions and implementation of CLT in Saudi tertiary level education. Some researchers reported on how CELTA training affects EFL teachers' perceptions and implementation of CLT. However, there is a gap in the literature with regard to the lived experiences of how non-native English speaker teachers (NNESTs) who do or do not have a CELTA qualification understand and apply CLT in Saudi tertiary level EFL education. Therefore, this mixed-methods ethnographic research focuses on filling this gap. Data were collected through three research tools, namely a survey, vignettes and classroom observations. All the participants were teaching EFL at the Saudi tertiary level. Twenty-six CELTA holders and forty-four non-CELTA holders participated in the survey about their perceptions and implementation of CLT. Four CELTA holders and three non-CELTA holders wrote a number of vignettes on how they conceptualize and apply CLT. Classroom observations were conducted for two CELTA holders and two non-CELTA holders. The statistical survey data were analysed using SPSS, and the vignettes and classroom observations were examined thematically. The findings revealed that both CELTA and non-CELTA holders have a reasonable understanding of CLT. However, they also showed that the teachers only implement CLT to some extent, suggesting that more training on applying communicative activities and group- and pairwork is needed in EFL classrooms.
      PubDate: Fri, 01 Apr 2022 03:17:31 +000
       
  • Reading Better': Enhancing Thai EFL Secondary School Students'
           Reading Comprehension Abilities with the Use of Graphic Organizers

    • Abstract: The purpose of this study is to examine the effectiveness of utilizing graphic organizers to enhance Thai EFL students' reading comprehension abilities and their opinions regarding using graphic organizers for reading comprehension. To gather information from sixty-four upper secondary school students at a public school in Bangkok, this research study used 1) instructional instruments: ten reading passages from a coursebook and ten graphic organizers designed by the researcher; and 2) research instruments: two English reading comprehension tests with multiple-choice, true/false, and short-answer questions, and focus-group interviews about students' opinions toward English reading instruction using graphic organizers. The data were analyzed using descriptive statistics, including mean scores, normalized gains, standard deviations, and inferential statistics, namely the dependent t-test and Cohen’s d. The results indicated that the mean score on the reading comprehension post-test was significantly higher than the mean score on the pre-test at the 0.05 level of significance, and the experimental group acquired a higher score (M=87.00, SD=10.55) than the control group (M=51.18, SD=12.127) with the effect size of .846. Students exhibited a favorable opinion toward English reading instruction employing graphic organizers; and the average normalized gain was in the high gain range, g> = 0.78. Additionally, this research established that English reading instruction employing graphic organizers benefited students with low reading abilities and improved their abilities to comprehend what they read. The findings of this study provide potential avenues for improving students' reading comprehension.
       
      PubDate: Wed, 30 Mar 2022 05:48:16 +000
       
 
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