Results 71 to 80 of about 1,689,800 (285)
Madrasa Ideologies of English in Bangladesh: Questioning ELT‐Aid and Post‐9/11 De‐Islamization
TESOL Quarterly, EarlyView.Abstract External donors increasingly promote English as a notionally value‐neutral language of socioeconomic advancements in the Muslim South, overlooking local ideological diversities. Furthermore, national and Western forces deploy English as a tool to de‐Islamize madrasas (Islamic educational institutes) in the post‐9/11 world for global peace ...
Qumrul Hasan Chowdhury
wiley +1 more source
Educational Technology & SocietyChatGPT, which rides on generative artificial intelligence (AI) technology, has garnered exponential attention worldwide since its release in 2022. While there is an increasing number of studies probing into the potential benefits and challenges of ...
Leisi Pei, Morris Siu-Yung Jong, Biyun Huang, Wai-Chung Pang and Junjie Shang
doaj +1 more source
EFL Writing Instruction Research in Morocco: A Historical Overview
Journal of World Englishes and Educational Practices, 2020 This paper is an attempt to trace and discuss how writing instruction research has evolved in the Moroccan EFL context over years. It also seeks to show that most EFL scholars were reactive and not proactive in dealing with this skill; they carried out their studies in response to the composing problems Moroccan EFL learners, at the secondary school or
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The Effect of Register Instruction on EFL Learners’ Writing Performance
International Journal of English Linguistics, 2017 The purpose of the present study was twofold. First, it examined the effect of a register-based approach to writing instruction based on the insights gained from Systemic Functional Linguistics (SFL). Second, it attempted to examine the perceptions of the participants toward the register-based approach to writing.
Mohammad Yousefi Osguee +2 more
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Leveraging GenAI for Automated Feedback on Source‐Based Writing: A Three‐Stage Model
TESOL Quarterly, EarlyView.Abstract Writing from multiple sources is a critical skill that requires both reading and writing abilities. It involves comprehending and evaluating source texts while synthesizing information across them. Due to these demands, feedback on such writing typically relies on teachers, who must consider the source texts during evaluation.
Danling Li, Kai Guo
wiley +1 more source
TESOL Quarterly, EarlyView.Abstract Grounded in the L2 motivational self system theory, this quasi‐experimental study investigated the impact of three motivational interventions on two outcome measures: L2 learning effort and L2 achievement. A total of 391 Chinese junior secondary students were assigned to four conditions: a control group receiving no motivational instruction ...
Xuejun Ye, Guangwei Hu
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An investigation into the benefits of collaborative writing for the development of EFL children’s communication skills : a reflective report of a teacher researcher [PDF]
The purpose of the present study is to investigate effective ways of designing taskbased collaborative writing lessons in the EFL classroom in South Korea. In this research, a group of 11/12 year-old children were involved in repeating three different
Jong, Young Ok
core
TESOL Quarterly, EarlyView.In this collaborative autoethnography, we, as three university‐based language teacher educators in Türkiye, explore how our community of practice (CoP) acted as a catalyst in navigating our identity tensions, boosting our wellbeing and contributing to our agency.
Yasemin Tezgiden‐Cakcak +2 more
wiley +1 more source
Education SciencesThe purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students.
Xinyan Fu, Jackie E. Relyea
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TESOL Quarterly, EarlyView.Abstract Vocabulary knowledge plays a crucial role in L2 proficiency, significantly impacting learners' reading comprehension. Although extensive research has explored whether knowledge of base words extends to recognition of derivational forms, results are inconsistent, especially among learners from non‐Indo‐European linguistic backgrounds.
Mastoor Al‐Kaboody +5 more
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