Publisher: Macrothink Institute   (Total: 47 journals)   [Sort by number of followers]

Showing 1 - 47 of 47 Journals sorted alphabetically
Aquatic Science and Technology     Open Access   (Followers: 3)
Asian J. of Finance & Accounting     Open Access   (Followers: 8)
Business and Economic Research     Open Access   (Followers: 9)
Business and Management Horizons     Open Access   (Followers: 9)
Business Management and Strategy     Open Access   (Followers: 37)
Case Studies in Business and Management     Open Access   (Followers: 12)
Education and Linguistics Research     Open Access   (Followers: 6)
Environmental Management and Sustainable Development     Open Access   (Followers: 10)
Global J. of Educational Studies     Open Access  
Human Resource Research     Open Access  
Intl. Finance and Banking     Open Access   (Followers: 4)
Intl. J. of Accounting and Financial Reporting     Open Access   (Followers: 10)
Intl. J. of Culture and History     Open Access   (Followers: 14)
Intl. J. of Education     Open Access   (Followers: 16)
Intl. J. of English Language Education     Open Access   (Followers: 14)
Intl. J. of Global Sustainability     Open Access   (Followers: 2)
Intl. J. of Human Resource Studies     Open Access   (Followers: 13)
Intl. J. of Industrial Marketing     Open Access   (Followers: 7)
Intl. J. of Learning and Development     Open Access   (Followers: 3)
Intl. J. of Linguistics     Open Access   (Followers: 12)
Intl. J. of Management Innovation Systems     Open Access  
Intl. J. of Regional Development     Open Access   (Followers: 1)
Intl. J. of Social Science Research     Open Access   (Followers: 11)
Intl. J. of Social Work     Open Access   (Followers: 20)
Intl. Research in Education     Open Access   (Followers: 7)
Issues in Economics and Business     Open Access  
Issues in Social Science     Open Access   (Followers: 4)
J. for the Study of English Linguistics     Open Access   (Followers: 5)
J. of Agricultural Studies     Open Access   (Followers: 1)
J. of Applied Biotechnology     Open Access   (Followers: 2)
J. of Asian Development     Open Access   (Followers: 2)
J. of Biology and Life Science     Open Access   (Followers: 1)
J. of Corporate Governance Research     Open Access   (Followers: 1)
J. of Education and Training     Open Access   (Followers: 5)
J. of Educational Issues     Open Access   (Followers: 1)
J. of Entrepreneurship and Business Innovation     Open Access   (Followers: 9)
J. of Environment and Ecology     Open Access   (Followers: 10)
J. of Food Industry     Open Access  
J. of Food Studies     Open Access   (Followers: 6)
J. of Management Research     Open Access   (Followers: 3)
J. of Public Administration and Governance     Open Access   (Followers: 24)
J. of Safety Studies     Open Access  
J. of Social Science Studies     Open Access   (Followers: 11)
J. of Studies in Education     Open Access   (Followers: 3)
Research in Applied Economics     Open Access   (Followers: 2)
Research in Business and Management     Open Access   (Followers: 1)
World J. of Business and Management     Open Access   (Followers: 1)
Similar Journals
Journal Cover
International Journal of English Language Education
Number of Followers: 14  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2325-0887
Published by Macrothink Institute Homepage  [47 journals]
  • Factors Influencing Academic Writing Behaviour Among Undergraduates

    • Authors: Faizah Mohamad; Nadia Anuar, Nor Shidrah Mat Daud
      Abstract: Writing is a crucial skill for university students to succeed in the current content-driven era. However, many students are reported to be intimidated by writing as they find the task daunting, thus affecting their participation in writing activities. Students also rarely show encouraging writing behaviour, which leads to unsatisfactory written work. This study aimed to examine factors that contribute to their writing behaviour. A quantitative research method by means of a survey design was employed for data collection. A 43-item questionnaire was distributed randomly using a Google Form link to 84 undergraduate students who were undertaking various fields of study at a public university. Section A of the questionnaire queries the students’ demographic profile, whereas Section B, C, and D seek responses on their psychological state, confidence, and attitudes, respectively. Section E queries their writing behaviour. Descriptive analysis was performed on each factor, and Pearson’s correlation was used to analyse the relationship between the factors and the students’ writing behaviour. Finally, a stepwise multiple regression was employed to discover the factor most contributing to the students’ writing behaviour. The findings indicate that confidence and attitude factors have a significant relationship with the students’ writing behaviour, but the relationship between psychological state factors and writing behaviour was not significant. This finding enhances the understanding of the essentiality of attitude in facilitating students’ writing mastery.
      PubDate: Tue, 08 Nov 2022 00:00:00 -080
  • Challenges Faced by EFL Teachers and Learners in Providing and Receiving
           Online Corrective Feedback on Writing Assignments

    • Authors: Norah D. Alsahli; Zilal Meccawy
      Abstract: The COVID-19 pandemic has negatively impacted most sectors on a global scale. In most places around the world, education has transitioned to a fully online mode. During the pandemic, online learning was the most appropriate alternative for continuing education, particularly at the tertiary level, though this transition was not without inherited challenges. A mixed-methods study investigated English as a Foreign Language (EFL) teachers’ and students’ attitudes towards and beliefs surrounding the use of online corrective feedback on Blackboard, with a qualitative component designed to explore the challenges. The aim of this part of the study was to determine the challenges faced by EFL teachers and learners when using Blackboard (LMS) to provide and receive online corrective feedback on writing assignments. Responses to an open-ended question in a survey-based questionnaire of 130 EFL teachers and 219 EFL learners in a Saudi university’s Preparatory Year Program (PYP) were analyzed using thematic analysis, the data from which revealed that the main obstacles for EFL instructors and learners were related to language proficiency, technical and communication challenges, and the amount of time and effort required. This study also found that another challenge was the disparity between teachers and students regarding perceptions of Online Corrective Feedback (OCF), which must be taken into consideration in order to make online learning effective in improving EFL students’ writing skills in an EFL context.
      PubDate: Thu, 03 Nov 2022 00:00:00 -070
  • ESL Learners’ Perceptions of Online Learning in a Tertiary Institute

    • Authors: Shereen Shamala Benjamin Jeyaraja; Mahendran Maniam
      Abstract: The study explores how learners view the benefits and challenges faced in implementing online learning in ESL classrooms. 53 learners from a private university in Petaling Jaya, Malaysia, were selected to be participants. An adapted questionnaire from a previous study was used to collect data via the Google form. This study employs a quantitative methodology, and the SPSS software was used to analyse the data collected. The findings showed that most learners acknowledged that the introduction of online learning caused obstacles for them. The results reflected learners' unbiased views on the benefits of integrating online learning into ESL institutions. The learners also have difficulty in learning online, and lecturers need to adapt their teaching methods and techniques to address this issue. The study recommends that online learning requires improved resources and technological support from the institution's management.
      PubDate: Wed, 17 Aug 2022 00:00:00 -070
  • A Narrative Inquiry into an ESL Teacher’s Professional Development:
           Problems and Recommendations

    • Authors: Liping Wei; Youna Chen
      Abstract: Using narrative inquiry, this study investigates an ESL teacher’s experience of professional development, her perspectives of its effectiveness, the challenges encountered, and the changes in teacher knowledge and teaching practices. The focus is on how the teacher participant perceives the problems in professional development and how professional development can best address teachers’ needs in educating ELLs. The problems found to impede teachers from gaining the most from professional development include: (a) failure to tailor to the specific needs of ESL students; (b) neglect of the psychological and emotional well-being of ESL students; (c) lack of empathy for ESL students, (d) lack of content-specific ELL teacher professional development; and (e) professional development not well-attended. Accordingly, recommendations are put forward to render ESL teacher professional development more effective. It is anticipated that this study will provide important insights into how to construct positive professional development that benefits teachers and ESL students to the largest possible degree. 
      PubDate: Sun, 31 Jul 2022 00:00:00 -070
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