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

Showing 1 - 43 of 43 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: 17)
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. Education Studies     Open Access   (Followers: 7)
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 Management and Sustainability     Open Access   (Followers: 7)
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)
Sustainable Agriculture Research     Open Access   (Followers: 3)
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]
  • Adopting E-Learning to Facilitate English Teaching and Learning in Kuwait

    • Abstract: This research investigates the implications of adopting e-learning on the teaching and speaking proficiency of English among teachers in Kuwaiti public schools, particularly in the wake of the COVID-19 pandemic. Although many private schools in Kuwait had already transitioned to digital learning platforms, public schools lagged behind. This study used interviews and questionnaires to glean insights from teachers, with a particular focus on their experiences and perceptions. Initial findings suggest that while the shift to online learning introduced challenges, it also offered significant opportunities to improve teaching methodologies and English-speaking capabilities. Despite initial anxieties regarding the transition, e-learning proved to be a flexible and convenient medium, prompting a revaluation of its role in Kuwaiti public high school education. The research underscores the significance of understanding the strengths and weaknesses of e-learning in the English curriculum, especially as the world grapples with the ongoing challenges of the COVID-19 pandemic.
      PubDate: Fri, 01 Mar 2024 07:11:46 +000
       
  • Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 3,
           2024

    • Abstract: Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 3, 2024
      PubDate: Fri, 01 Mar 2024 03:32:37 +000
       
  • The Effects of L2 Chinese Learners’ Perceived Writing Anxiety on Their
           L1 Use within L2 Writing Performance among English Major Students in a
           Chinese University

    • Abstract: Learning to write fluently and expressively in English is widely proved to be one of the most difficult skills for Chinese EFL learners to master due to their L2 writing processes are impeded by various obstacles, among which L2 writing anxiety and their L1 use are two indispensable factors that should be accounted. Hence, the purpose of this study was to explore the relations among L2 learners’ perceived writing anxiety and the use of L1 Chinese learners within their L2 writing performance of English major students. 226 L1-Chinese sophomores of English major students enrolled in Department of Applied English at a university in China participated. A mixed methodology of (Quantitative +qualitative) approaches was employed to collect data through SLWAI (Second Language Writing Anxiety Inventory), think-aloud protocol and semi-structured interview so as to elicit the dynamic thinking process of L2 Chinese learners’ perceived writing anxiety and their L1 use within L2 writing performance on an English argumentative writing task. The findings revealed that L2 Chinese learners’ perceived writing anxiety was positively correlated with their L1 use amount but negatively correlated with L2 writing performance. However, in terms of a minor part of the participants, L2 Chinese learners’ perceived writing anxiety and their L1 use amount were positively correlated with L2 writing performance. Implications are that the study not only investigated the relations among L2 English major students’ perceived writing anxiety and their L1 use within L2 writing performance, but shed lights on the pedagogical field of L2 writing by proposing some effective measures to improve students’ L2 writing performance based on their different anxiety sources.
      PubDate: Thu, 29 Feb 2024 05:48:16 +000
       
  • Saudi EFL Students’ Perceptions towards the Impact of Using Google
           Translate on Their Translation Skills

    • Abstract: This study investigated the impact of using Google Translate (GT) on the translation skills of EFL both male and female students from different Saudi universities. The instrument of this study was a questionnaire that was modified according to the study’s purposes. The questionnaire contained 22 items divided into 3 sections. It was answered by 212 participants from different Saudi universities. According to the findings, participants had a positive attitude towards GT when using it as a translation tool for expanding their vocabulary. They were utilizing it as a quick and easy dictionary since they wanted to make sure of the meaning. Additionally, many participants mentioned that GT made them too lazy to check dictionaries. Students indicated that GT would negatively affect the text without reviewing. They confirmed that overreliance on GT can harm their translation abilities. Finally, students must know that GT is a double-edged weapon that can be both positive and detrimental if used incorrectly. According to the findings, recommendations and suggestions for further research were provided.
      PubDate: Thu, 22 Feb 2024 06:12:40 +000
       
  • The Impact of Explicit Film-Based Instruction on EFL Learners’
           Comprehension of Conversational Implicatures

    • Abstract: This study investigates the effectiveness of explicit film-based instruction in enhancing the comprehension of conversational implicatures among Saudi undergraduate learners of English as a foreign language (EFL). Overall, 144 participants were randomly assigned into experimental and control groups. Explicit film-based instruction on conversational implicatures was given to the experimental group. Pretest and posttest multiple-choice tests were employed as assessment instruments. This study focused on six types of conversational implicatures based on Bouton’s taxonomy: irony, indirect criticism, sequential, minimum requirement, pope question, and relevance. The findings revealed explicit film-based instruction had a significant positive impact on the development of learners’ comprehension of conversational implicatures, specifically in irony, pope question, relevance, and sequential implicatures. However, the study found certain types, namely indirect criticism and minimum requirement, demonstrated resistance to instruction in EFL settings and remained problematic. The pedagogical implications of the study offer valuable insights for language teachers, curriculum designers, and students.
      PubDate: Wed, 21 Feb 2024 02:23:05 +000
       
  • Cohesion and Coherence in Proofreading and Error Correction in TEM-8

    • Abstract: TEM-8 (Test for English Majors-Band 8) is an advanced English proficiency test specifically for English majors in China, and those who pass it are generally considered to have a good command of English. Of this kind of test, proofreading and error correction has long been a headache for teachers and students. The sample analysis in this study reveals that, however, many of the errors in this tricky question type are related to the knowledge of cohesion and coherence, yet few studies have linked the two. Therefore, the present study aims to investigate the distribution of errors in proofreading and error correction in TEM-8 using the cohesion and coherence theory. Errors in authentic TEM-8 test papers of the recent ten years are categorized according to a classification standard which is based on Halliday and Hasan’s theory. The results show that 66% of the errors are related to cohesion and coherence with 56% of the former and 10% of the latter, which is followed by a tentative discussion about each error type from a psycholinguistic perspective. Despite limitations, this study exposes a close association between cohesion and coherence on the one hand, and proofreading and error correction on the other to some extent.
      PubDate: Wed, 21 Feb 2024 02:00:41 +000
       
  • Repair or not' Face-saving in EFL Classes in an Elementary School in
           Japan

    • Abstract: This study examines how face is protected for smoothly conducting English classes and building good relationships among class teachers (CTs), native English teachers (NETs), and students in EFL classes in an elementary school in Japan. In this study, interactions among the CTs, the NETs, and the students in English lessons were recorded for about 50 hours in total, and the transcribed data were analyzed partially on the basis of existing research on classroom discourse, conversation, and classroom-based conversation analytic approaches. The results show that the CTs, the NETs, and the students manage an irregular usage of Japanese by the NETs and of English by the CTs and the students in EFL classrooms by protecting interlocutors’ face in various ways, such as indirect repair and silence.
      PubDate: Tue, 20 Feb 2024 02:13:33 +000
       
  • Gender Differences in Chinese EFL Learners’ Comprehension When
           Reading Across Mediums

    • Abstract: As the reading medium shifts from paper to digital devices, there is a notable change in readers’ habits, moving from traditional printed formats to electronic forms. While extensive research has been conducted on gender differences in traditional print reading, studies focusing on gender disparities in mobile reading comprehension are rather limited. This research employed cross-sectional quantitative methods to explore gender differences in comprehension through both print and smartphone-based reading tests. Data was gathered from 190 undergraduates at a local university in China through reading comprehension tests. Participants’ reading results were analyzed using SPSS software for comparison. The findings indicate no significant difference in reading achievements between male and female participants on both paper and smartphone platforms. However, the study found positive trends in female students’ performance on both mediums. The disparity in the mean difference between male and female students’ reading scores was larger in smartphone-based tests, which indicates that digital mediums could either enhance reading performance in female students or potentially have a negative impact on male students.
      PubDate: Tue, 20 Feb 2024 01:50:24 +000
       
  • Personalising Learning in Maltese - Exploring International Students’
           Expectations Towards Ġabra Online Lexicon

    • Abstract: The rapid incorporation of digital technologies in formal education has led to significant transformations, albeit not always yielding the anticipated productivity. This study investigates the attitudinal changes towards an online Maltese lexicon, Ġabra, among 46 adult learners of Maltese as a foreign language. By utilising a composite analytical model, the study is grounded in the theoretical frameworks of Technological Frames of Reference, the Technology Acceptance Model (TAM), and the Unified Theory of Acceptance and Use of Technology (UTAUT). These frameworks guided the tracking of the development of respondents’ attitudes over a five-month research period. The survey results gathered at the onset and conclusion of the study highlighted a perceptual discrepancy between the initial expectations towards an e-dictionary and the actual usage experience of the Ġabra platform. As the students gained more experience with the platform, their attitudes towards Ġabra underwent a shift. Despite some initial expectations not being fulfilled, the majority of students ultimately found Ġabra to be a beneficial tool for learning Maltese. The students’ feedback about the Ġabra online dictionary can potentially pave the way for a more personalised learning experience of the Maltese language.
      PubDate: Sun, 11 Feb 2024 02:42:26 +000
       
 
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Publisher: CCSE   (Total: 43 journals)   [Sort by number of followers]

Showing 1 - 43 of 43 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: 17)
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. Education Studies     Open Access   (Followers: 7)
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 Management and Sustainability     Open Access   (Followers: 7)
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)
Sustainable Agriculture Research     Open Access   (Followers: 3)
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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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