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

Showing 1 - 40 of 40 Journals sorted alphabetically
Applied Physics Research     Open Access   (Followers: 9)
Asian Culture and History     Open Access   (Followers: 12)
Asian Social Science     Open Access   (Followers: 5)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 15)
Earth Science Research     Open Access   (Followers: 8)
Energy and Environment Research     Open Access   (Followers: 14)
Engineering Management Research     Open Access   (Followers: 6)
English Language and Literature Studies     Open Access   (Followers: 18)
English Language Teaching     Open Access   (Followers: 32)
Environment and Natural Resources Research     Open Access   (Followers: 6)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 6, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 68)
Intl. Business Research     Open Access   (Followers: 6)
Intl. J. of Biology     Open Access   (Followers: 1)
Intl. J. of Business and Management     Open Access   (Followers: 15)
Intl. J. of Chemistry     Open Access   (Followers: 10)
Intl. J. of Economics and Finance     Open Access   (Followers: 13)
Intl. J. of English Linguistics     Open Access   (Followers: 11)
Intl. J. of Marketing Studies     Open Access   (Followers: 13)
Intl. J. of Psychological Studies     Open Access   (Followers: 4)
Intl. J. of Statistics and Probability     Open Access   (Followers: 3)
Intl. Law Research     Open Access   (Followers: 1)
J. of Agricultural Science     Open Access   (Followers: 5)
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)
J. of Geography and Geology     Open Access   (Followers: 12)
J. of Materials Science Research     Open Access   (Followers: 9)
J. of Mathematics Research     Open Access  
J. of Molecular Biology Research     Open Access   (Followers: 4)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 9)
J. of Sustainable Development     Open Access   (Followers: 25)
Mechanical Engineering Research     Open Access   (Followers: 20)
Modern Applied Science     Open Access   (Followers: 1)
Network and Communication Technologies     Open Access   (Followers: 4)
Public Administration Research     Open Access   (Followers: 2)
Review of European Studies     Open Access   (Followers: 13)
Similar Journals
Journal Cover
English Language Teaching
Number of Followers: 32  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1916-4742 - ISSN (Online) 1916-4750
Published by CCSE Homepage  [43 journals]
  • Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 7,
           2024

    • Abstract: Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 7, 2024
      PubDate: Sun, 30 Jun 2024 08:07:03 +000
       
  • The Application and Impact of Smart Teaching Platform in TESOL:
           Perspectives From Junior High School Teachers

    • Abstract: The rapid advancement of information technology and ongoing education reforms have introduced smart education as an innovative teaching model. This study aims to explore the application and impact of smart education platforms in Teaching English to Speakers of Other Languages (TESOL) within four junior high schools in China. Through a detailed analysis of questionnaire responses from English language teachers, the study investigates the impact of these platforms on teaching practices. Results indicate that using smart teaching platforms has increased teachers’ engagement, motivation, and satisfaction. Additionally, teachers have reported a deeper understanding of smart education concepts, improved practical teaching skills, and overall professional development. Despite these benefits, the study highlights the challenges of implementing smart education platforms. The findings suggest that while smart education platforms can potentially enhance TESOL effectiveness, further improvements, and extensive research are necessary to optimize their use fully.
      PubDate: Sun, 30 Jun 2024 07:32:18 +000
       
  • Enhancing Vocabulary Proficiency and Self-Directed Learning through
           YouTube: A Study in an EFL Context

    • Abstract: This study investigates the impact of using YouTube channels, specifically Ray Du English and BBC Learning English, on the vocabulary acquisition and self-directed learning motivation of non-English major students in Taiwan. The research aims to enhance traditional teaching methods and broaden students' international perspectives by leveraging the diverse and engaging resources available on YouTube. The study involves 128 first-year students from the Departments of Communication and Electrical Engineering at a university in southern Taiwan. A mixed-methods approach, combining quantitative pretests and post-tests with qualitative questionnaires and focus group interviews, was employed to evaluate the effectiveness of YouTube-assisted learning. Findings indicate that YouTube videos significantly improve vocabulary proficiency and self-directed learning motivation, with notable differences between the two student groups. Communication majors showed substantial vocabulary gains, while Electrical Engineering majors exhibited higher autonomous learning motivation. Overall, students expressed positive attitudes toward integrating YouTube into their learning process, highlighting its potential to make vocabulary learning more engaging and effective.
      PubDate: Sun, 30 Jun 2024 07:02:32 +000
       
  • The Correlation of Field Cognitive Style and Working Memory Capacity with
           English Reading Strategy of Second Language Learners

    • Abstract: Understanding written text is crucial in language acquisition, and the cognitive style and working memory capacity of an individual play crucial roles in determining their level of reading comprehension. Individual differences may result in different reading strategies being employed during the reading process. Research has demonstrated that cognitive style and working memory capacity can impact language learning outcomes like vocabulary acquisition, grammar comprehension, and speaking fluency. However, there is a lack of research on how these cognitive factors relate to the reading strategies utilized by English as a second Language learners.The purpose of this study is to explore the relationship between Field-Independent and Field-Dependent (FI/FD) cognitive styles and working memory capacity in relation to the utilization of English reading strategies among freshmen engineering majors at BIPT. Data is gathered utilizing the theoretical model of FI/FD cognitive styles, working memory capacity and English reading strategies. The collected data includes results from the Cognitive Style Figure Test (CSFT), Reading Span Test, and a questionnaire on English reading strategies, which are then analyzed using SPSS 22.0. The findings from the thorough analysis show that there exists a notable relationship between working memory capacity and the utilization of reading strategies in relation to FI/FD cognitive styles. Students exhibiting an FI cognitive style tend to favor the implementation of cognitive and metacognitive strategies, whereas those with an FD style are inclined towards employing social/affective strategies. Additionally, disparities in the use of reading strategies are observed between students with high and low working memory capacity. Students with high working memory capacity demonstrate a higher tendency to employ cognitive strategies, metacognitive strategies, and social/emotional strategies when compared to those with low memory capacity.
      PubDate: Sun, 30 Jun 2024 00:53:24 +000
       
  • Motivation Differences Between Different Groups of International Business
           Students in Guangdong Communication Polytechnic

    • Abstract: This study investigated the motivations of 332 students from Guangdong Communication Polytechnic, conceptualizing the students’ motivations for studying international business. The students answered a motivation questionnaire with 30 Likert-type questions. This questionnaire was built to collect information about students’ motivations to study international business for international business teachers and researchers. The questionnaire was adopted from Glynn (2009). The grading of the questionnaire was reliable and related to the students’ preparation before entering the polytechnic, their grade point averages in international business courses, and their faith in the relevance of international business courses for their future occupations. The conceptualization of motivation for studying international business was divided into five aspects, including internal motivation and individual relevance, self-efficiency and judgement anxiety, independence, occupation motivation, and degree motivation (Glynn, 2009). The result of this study showed that in their final year, international business students achieved the best performance in internal motivation and individual relevance, self-efficiency, and independence for international business learning. Second-year students had the best extrinsic motivation. The freshmen reported the most anxiety in assessments.
      PubDate: Tue, 25 Jun 2024 07:53:13 +000
       
  • Evaluating the Efficacy of Code-Switching as a Strategy for Enhancing ESL
           Instruction

    • Abstract: In this study I aim to evaluate the effectiveness of code-switching (CS) as a strategy to enhance teaching English as a second language and the usefulness of CS in enhancing students’ language acquisition, comprehension, and communication skills. The study sample included 52 English language teachers at Technical and Vocational Training Corporation in different colleges. I use a mixed-methods approach, which is a content analysis method of collecting data on the use of CS, as well as a questionnaire to collect information from English teachers about their experiences with CS in enhancing language acquisition, comprehension, and communication skills. The results showed that teachers believe that CS is a useful strategy in the ESL classroom. Moreover, there was a difference in the levels of CS in the classroom, which could be attributed to differences in teachers’ educational experiences, the level of the students' language acquisition they were teaching, and their teaching styles. The percentage of CS ranged from 13.5% to 25.7%, which indicates different degrees of reliance on CS as a communication tool.
      PubDate: Tue, 25 Jun 2024 03:10:07 +000
       
  • An Action Research on Incorporating Multimodal Composing to Facilitate
           Student Engagement in Continuation Writing Tasks in Chinese High School
           EFL Teaching

    • Abstract: Recently, multimodal composing has become a popular topic in current research on English writing teaching in China. Existing research has rarely delved into student engagement in multimodal composing in Chinese high school English teaching systematically. To address this gap, this study used a mixed-method approach and introduces multimodal composing to investigate its impact on high school students' engagement in English story continuation writing tasks. Findings show that the incorporation of multimodal elements significantly amplifies students' engagement across affective, behavioral, cognitive, and social dimensions. However, students’ excessive focus on the graphic elements within multimodal compositions may have a negative impact on the narrative quality. While affirming the positive role of multimodal composing on student engagement, the study also identified the challenges in applying multimodal composing in the Chinese education context, providing insights for future research and pedagogical implementations.
      PubDate: Mon, 24 Jun 2024 05:22:55 +000
       
  • Speak Beyond Borders: A Systematic Review of Task-Based Language Teaching
           for EFL Speaking Proficiency

    • Abstract: Task-Based Language Teaching (TBLT) has drawn much interest in recent years. This study conducted a thorough analysis of 38 articles from 2014 to 2023 that applied the TBLT approach to enhance English as a Foreign Language (EFL) speaking proficiency, utilising the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) from the Web of Science (WoS) database. These articles were selected based on specific inclusion and exclusion criteria. The findings highlight a growing focus on integrating TBLT with technological tools such as Digital Storytelling (DST) and mobile-supported tasks in various EFL contexts, particularly in higher education. The studies are predominantly underpinned by sociocultural theory, cognitive psychology, and constructivism, assessing speaking proficiency through the Common European Framework of Reference (CEFR). Quasi-experimental and mixed methods design using convenience and purposive sampling are common. Data collection frequently involves observations, interviews, and tests. The systematic review reveals TBLT's significant effects on students’ speaking proficiency, engagement, risk-taking, linguistic complexity, and motivation, offering essential implications and recommendations for future research and educational practices.
      PubDate: Sat, 22 Jun 2024 09:14:18 +000
       
  • The Effectiveness of the Integration of ChatGPT into Flipped Classrooms
           from Teachers’ and Learners’ Perspectives

    • Abstract: This study investigates the integration of ChatGPT, an advanced AI language model, into the flipped classroom model for language teaching and its impact on learning outcomes. The flipped classroom approach shifts instructional content delivery to pre-class activities and emphasizes active learning during class time, potentially enhancing student engagement and academic performance. This research explores how ChatGPT can further augment this model by providing interactive and personalized language learning materials before class and facilitating dynamic in-class activities. Using a mixed-methods research design, qualitative data from surveys and interviews were analyzed first to provide deeper insights into the students' experiences and attitudes towards ChatGPT-supported learning. Quantitative data were then collected through a survey of 124 students across different levels of language learning (Year 2, Year 3, and Year 4), focusing on perceived effectiveness of ChatGPT, levels of engagement and interaction, potential negative impacts, and overall satisfaction. Findings indicate that the integration of ChatGPT significantly enhances student engagement, language proficiency, and overall satisfaction with the learning process, while also highlighting some concerns regarding its use. This study contributes to the growing body of literature on AI in education, demonstrating the potential of ChatGPT to transform language teaching and learning in a flipped classroom setting.
      PubDate: Thu, 13 Jun 2024 07:59:42 +000
       
  • Exploring Conflict Dynamics Model in Second Language Collaborative Writing
           Classrooms

    • Abstract: Global pioneers had done quite a lot of theoretical and pedagogical research on peer conflicts, among which they considered Second Language (L2) peer assessment, teachers’ assessment, and the classification and identification of conflicts. While few scholars stand in L2 collaborative writing classrooms in early attempts to witness the conflict dynamics that learners confront in producing peer feedback. Therefore, this study gathers data from a Chinese university and seeks to expose the dynamic development of the conflict in peer interaction and characterize the intragroup conflict phase model. It is of great reference value for teachers to enact much of the teaching design in China since the data was initially extracted from Chinese classrooms. Implications for teaching are addressed, along with recommendations for future research.
      PubDate: Wed, 05 Jun 2024 06:49:13 +000
       
 
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Publisher: CCSE   (Total: 43 journals)   [Sort by number of followers]

Showing 1 - 40 of 40 Journals sorted alphabetically
Applied Physics Research     Open Access   (Followers: 9)
Asian Culture and History     Open Access   (Followers: 12)
Asian Social Science     Open Access   (Followers: 5)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 15)
Earth Science Research     Open Access   (Followers: 8)
Energy and Environment Research     Open Access   (Followers: 14)
Engineering Management Research     Open Access   (Followers: 6)
English Language and Literature Studies     Open Access   (Followers: 18)
English Language Teaching     Open Access   (Followers: 32)
Environment and Natural Resources Research     Open Access   (Followers: 6)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 6, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 68)
Intl. Business Research     Open Access   (Followers: 6)
Intl. J. of Biology     Open Access   (Followers: 1)
Intl. J. of Business and Management     Open Access   (Followers: 15)
Intl. J. of Chemistry     Open Access   (Followers: 10)
Intl. J. of Economics and Finance     Open Access   (Followers: 13)
Intl. J. of English Linguistics     Open Access   (Followers: 11)
Intl. J. of Marketing Studies     Open Access   (Followers: 13)
Intl. J. of Psychological Studies     Open Access   (Followers: 4)
Intl. J. of Statistics and Probability     Open Access   (Followers: 3)
Intl. Law Research     Open Access   (Followers: 1)
J. of Agricultural Science     Open Access   (Followers: 5)
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)
J. of Geography and Geology     Open Access   (Followers: 12)
J. of Materials Science Research     Open Access   (Followers: 9)
J. of Mathematics Research     Open Access  
J. of Molecular Biology Research     Open Access   (Followers: 4)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 9)
J. of Sustainable Development     Open Access   (Followers: 25)
Mechanical Engineering Research     Open Access   (Followers: 20)
Modern Applied Science     Open Access   (Followers: 1)
Network and Communication Technologies     Open Access   (Followers: 4)
Public Administration Research     Open Access   (Followers: 2)
Review of European Studies     Open Access   (Followers: 13)
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School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


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