Results 61 to 70 of about 2,421 (267)
TESOL Quarterly, EarlyView.Abstract This classroom study explored the effects of vocabulary support on collocation learning and affective responses in task‐based language teaching (TBLT) among English‐as‐a‐foreign‐language (EFL) learners at a Japanese university. For this purpose, 68 EFL learners completed two interactive information‐gap tasks under either vocabulary‐support or ...
Yuichi Suzuki, Sachiko Nakamura
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PROJECT-BASED LEARNING: PROMOTING EFL LEARNERS� WRITING SKILLS
LLT Journal: A Journal on Language and Language Teaching, 2019 The present study sought to investigate the effect of project-based learning on EFL learners writing skill. To reach this goal, from the population of 70 EFL learners taking EFL courses at a language institute in Iran, two homogenous groups, consisting of 28 males, were selected based on the random sampling method.
Behnam Aghayani, Elmira Hajmohammadi
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Utilizing the Corpus Approach in Developing EFL Writing Skills [PDF]
Journal of Research in Curriculum Instruction and Educational Technology, 2017 T he aim of the present research was to investigate the impact of utilizing the corpus approach on developing EFL writing skills among student teachers. The participants of the study consisted of third year English section students enrolled in Faculty of Education, Benha University (N=23).
Eman Mohammed Abdel-Haq +1 more
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A Bird's Eye View of English Grammar: Connecting the Dots in Two Dimensions
TESOL Quarterly, EarlyView.Abstract Over the past few decades, discussions on grammar instruction have primarily focused on teaching methodologies, such as whether grammar should be taught explicitly or implicitly, and whether the focus should be on form or forms. This paper, however, shifts the focus to grammar itself, aiming to provide a “shape” for pedagogical grammar.
Akira Tajino, Yoshitaka Kato
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TESOL Quarterly, EarlyView.Abstract Writing is crucial in tertiary education, yet enhancing the complexity of academic writing presents significant challenges for second language (L2) learners. This study explores the potential of dialogue journal writing (DJW), an interactive and low‐stress classroom activity, to enhance writing complexity among novice L2 writers.
Barry Lee Reynolds +2 more
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Journal of Language Teaching and Research, 2022 The present study aimed to investigate EFL gifted high school students’ perceptions of the effects of integration of reading and writing on their writing skills. 103 gifted students of grade 11 from three gifted high schools in the Mekong Delta took part in this study.
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TESOL Quarterly, EarlyView.Abstract This study examined the effects of repeated viewing and reading fluency on incidental second language vocabulary acquisition through captioned video exposure. A total of 149 Japanese EFL learners watched a short animation with or without captions, varying in the number of repetitions (once, twice, or three times).
Satsuki Kurokawa, Takumi Uchihara
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Teaching Writing Skills in ESL and EFL Settings
The Dhaka University Journal of Linguistics, 2015 The article provides an overview of writing of process in ESL and EFL situations. In its exploration, the article reviews a range of literature on teaching ESL writing and considers how L2 writing differs from L1 writing. Taking the three approaches - Product Approaches, Process Approaches and Genre Approaches - into consideration, the article presents
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Cumulative Testing for Learning Spoken Vocabulary
TESOL Quarterly, EarlyView.Abstract Cumulative testing is known to improve vocabulary learning by integrating both new and previously introduced words in weekly quizzes. While evidence for its benefits is promising, prior research has primarily focused on the written mode of vocabulary, with target words studied, practiced, and tested in the visual mode only.
Ryo Maie, Takumi Uchihara
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Using Strategic Writing Techniques for Promoting EFL Writing Skills and Attitudes
Journal of Language Teaching and Research, 2014 The aim of the present study is to investigate the effectiveness of the strategic writing techniques for promoting EFL writing skills and changing passive attitudes towards writing into positive ones. The design of this study is pre-post, experimental-control group.
Mohamed A. Okasha, Sami A. Hamdi
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