Time is of the essence: factors encouraging out-of-class study time
|
|
- Edwina Bradford
- 6 years ago
- Views:
Transcription
1 Time is of the essence: factors encouraging out-of-class study time Steve T. Fukuda and Hiroshi Yoshida Introduction Time needed to acquire a foreign language Out-of-class study time is essential in students language learning, but few studies in ELT measure out-of-class study time or investigate how teachers can encourage, rather than demand it. In Japan, out-of-class study time is lower than might be expected, ranging from zero to an hour per week. This study therefore sets out to establish those factors that can increase out-of-class study time without extrinsic motivators such as homework and testing. Results from self-reports and course evaluations suggest that (1) clear course aims, (2) strong student teacher relationships, (3) non-threatening classroom environments, and (4) interactive classroom procedures boost out-of-class study time. Finally, we hope this study will become a catalyst for more in-depth discussion of how to facilitate more productive out-of-class study time, and ultimately students attainment of higher proficiency in the target language. Teachers often blame limited out-of-class study time for the fact that their students do not reach their language learning goals (cf. Hassan and Selamat 2002). Therefore, many teachers tend to increase assignments or implement weekly quizzes or tests to encourage out-ofclass study without considering how these extrinsic schemes usually backfire, especially in the long run (Bénabou and Tirole 2003: 516). Research suggests these extrinsic motivators have only a temporary effect on students, and there has been a lack of research investigating classroom practices that potentially increase out-of-class study time without relying upon these types of extrinsically motivating activities. This study attempts to examine factors that promote out-of-class study time without direct teacher intervention. It is set in a Japanese EFL context, but we expect that there will be implications for teachers working in other settings. With the many individual differences between language learners, calculating the exact time or hourage necessary to acquire a foreign language is a problematic task. None the less, reports have provided rough estimates. For instance, in ESL contexts, Hakuta, Goto Butler, ELT Journal Volume 67/1 January 2013; doi: /elt/ccs The Author Published by Oxford University Press; all rights reserved. Advance Access publication October 12, 2012
2 Encouraging out-of-class learning The study and Witt (2000) concluded that learners with three to five years of study had a good command of oral proficiency, and those with four to seven years gained a substantial level of academic proficiency. From research in EFL contexts, Nakashima (2006) reported that 2,000 to 5,000 hours are necessary to achieve a basic proficiency in a second language. Unfortunately, studies in EFL contexts, such as Hato (2005), show that students in Japan typically receive only 920 hours of classroom instruction before senior high school graduation. Additionally, national surveys on out-of-class study time in Japan report university students studying less than an hour a week independently (Benesse Educational Research & Development Center 2008). These reports of insufficient study time call for more innovative classroom practice that may result in an increase in out-of-class study, thus helping to ensure students have time to acquire a basic proficiency in English. The Ministry of Education in Japan, like many in other countries, aims for university graduates to be able to use English in the workplace (Asia TEFL 2011). Attempting to clarify this rather vague statement, Terauchi, Koike, and Takada (2008) surveyed 7,354 business persons and concluded that using English in the workplace meant the skills of (1) delivering presentations in English, (2) participating in business negotiations, and (3) having a proficiency level of at least 800 points on the TOEIC (Test of English for International Communication). Interestingly, it is estimated that an EFL learner would need 1,350 hours of study to attain 800 points on the TOEIC 1 (Prolingua 2000). A few studies, such as Schneider s (2001) investigation of assigning pair-taping as a choice for fluency practice, have examined the influence of non-extrinsic, university-level classroom practices on out-of-class study time. Sawada (2009) concluded from a survey of course evaluations of 528 students that student teacher relationships and teaching styles have a significant effect on psychology students learning experiences beyond the classroom. Also, from students self-report data from 32 non-language courses, Fujioka (2001) found that class structure and the teacher s verbal cues influenced learning experiences outside the classroom. The main purpose of our study was to examine factors encouraging out-of-class study time in an English language course, which did not rely on extrinsic motivators. The first author was the instructor of the class and the second author was the observer and data collector. First, we analysed our students course evaluations to measure if they had studied out-of-class during our course more than on other courses that had used extrinsic motivators such as assigning homework or implementing weekly vocabulary quizzes for grades. Then, further analysis of weekly self-reports measured the students out-of-class study time, as well as what they had studied. Finally, to investigate factors that increase out-of-class study, we developed and administered an end-of-course questionnaire to analyse further the results of the course evaluations and self-reports. 32 Steve T. Fukuda and Hiroshi Yoshida
3 Participants table 1 Course schedule A sample of university engineering students in the Japanese EFL context was chosen for the study. The class was chosen out of a total of 27 courses in our general education English curriculum titled Communicative English. The course was a required English course in a general education curriculum with 20 students per class. The students were assigned to the class based on their student ID number. A preliminary survey reported an average of 60.9 per cent of the students in the department did not engage in out-of-class study. Our context mirrors Lafaye and Tsuda s (2002) illustration of the Japanese university context. They illustrate a situation where students sit in class with blank expressions on their faces or unconvincingly going through the motions and make little progress and seem fed up with English and generally disappointed by their English learning experience (ibid.: 146). The results of Lafaye and Tsuda s survey of 518 Japanese university students suggested students had an understanding of the usefulness and importance of English, but most were not self-motivated to study it. The course schedule (Table 1) had the aim of fostering oral presentation skills, a skill in demand in the workplace, with students performing four presentations and participating in communication activities (the course syllabus therefore mirrored the Japanese Ministry of Education s aims for English in the workplace). The first presentation was limited to three minutes to promote learning through trial-and-error; presentation skills were gradually improved through longer presentations towards the end of the course. Between those classes in which they gave presentations, students discussed and practised skills such as ad-libbing, checked and revised presentation content and the vocabulary and grammar of their memos and scripts, and engaged in communicative activities. Most importantly for our study, the teacher did not use extrinsic motivators, such as assigning homework or implementing weekly quizzes or tests. Although we encouraged study time outside of class verbally, we did not directly tell students what to study or how to study. We did, however, explicitly tell the students that the amount of out-of-class study they reported would not affect the grade we gave them at the end of the course. Class Day Class content 1 10/6 Course orientation 2 10/13 Presentation 1 (three minutes) 3 10/20 Adding audience interaction to the presentation 4 11/10 Using stories and examples in the presentation 5 11/24 Presentation 2 (five minutes) 6 12/1 Gathering data for the presentation 7 12/8 How to present graphs and figures 8 12/15 Presentation 3 (eight minutes) 9 12/22 Reflection and setting new presentation goals 10 1/19 Understanding ad-libbing 11 1/26 Presentation rehearsals 12 2/2 Presentation 4 (ten minutes) 13 2/9 Wrap-up reflection Time is of the essence 33
4 Method Results Measurements consisted of an in-house student course evaluation administered in Week 12 of the course, weekly self-reports of outof-class study time for the class focused on in this study and for other classes the students were taking, and a questionnaire concerning out-of-class study time; this was administered in Week 13, the final meeting of the course. From the in-house course evaluations administered in all university courses, we extracted two questions pertaining to (1) out-of-class study time and (2) satisfaction with the course. The self-reports were filled out by each student in the last ten minutes of every class asking for (a) an estimate of the amount of out-of-class study time, (b) what was studied, and (c) why. Students who attended the final class completed the questionnaire in which they reflected on the whole semester by reporting how long they studied each week what motivated them to study why they studied. Before developing our analysis of study time, we first compared the course evaluation results on study time and class satisfaction from our course with other courses the students were taking. After it was confirmed that our class was above average in both study time and class satisfaction, we analysed the self-reports and administered the questionnaire. This enabled us to check for any inconsistencies with the student self-reports and to look for any trends influencing out-of-class study time. Students reported on weekly out-of-class study time and overall satisfaction of the course in the course evaluations. Results of study time from all 27 English courses in the Department revealed students on our English course engaged in more study time outside of class than students on the other 26 courses (Table 2). Students were asked how long they spent each week studying outside of class, answering on a five-point Likert scale from No study (1) to Over two hours of study (5). Our sample resulted in an average of 3.3 (i.e. 60 to 90 minutes per week), whereas the average of all courses combined was 2.5 (i.e. 30 to 60 minutes). According to syllabi and informal conversations with teachers from the other courses, out-of-class study on those courses was explicitly encouraged by assigning homework (16 courses), or implementing weekly quizzes (7 courses), or tests (21 courses). After confirming results of an above-average course satisfaction rating and out-of-class study time report, we then examined self-reports of out-of-class study time for all students on our course. For instance, the reports of out-of-class study time in Week 3 would cover the period from the time the class ended in Week 2 to the beginning of class in Week 3. Figure 1 represents the average number of minutes of weekly out-of-class study time per student, with an overall average of 49.8 minutes per week. The results for out-of-class study time during Weeks 5, 8, 10, 11, and 12 were higher than other weeks (M = 72.8 minutes; N = 19 students). The students reports of what and why they studied each week revealed the greatest increase in out-of-class study time 34 Steve T. Fukuda and Hiroshi Yoshida
5 Dept. English courses (n = 27) Average no. of student responses per class Q1: study time Q2: satisfaction table 2 Results of student course evaluation Other courses (n =26) Mean Lowest value Highest value mode = 23 median = 2.5 median = 4.1 Our course (n = 1) Q1: How long did you spend each week studying outside of class? (5 = over 120 minutes, 4 = 90 minutes, 3 = 60 minutes, 2 = 30 minutes, 1 = 0 minutes) Q2: Judging from the overall experience, how satisfied are you with the course? (5 = very satisfied, 4 = satisfied, 3 = neither, 2 = dissatisfied, 1 = deeply dissatisfied) was motivated by their presentations in subsequent classes; students spent time preparing or rehearsing their presentations. Week 10 being the class before the month-long winter break, the teacher encouraged students to study English for a few minutes each day, not specifying what to study. Week 11, which was the rehearsal class before the final presentations, led to an increase in out-of-class study time. As already noted, study time increased due to forthcoming presentations; this natural occurrence suggests that classes which are designed to engage students actively, for example through presentations, have a positive influence on out-of-class study. In the other weeks, however, students reported that out-of-class studies included collecting data and writing exercises for future presentations described in the syllabus, or reading novels or technical papers, listening to music, and preparing for proficiency tests. To investigate what prompted students to study outside of class, we administered the questionnaire in the final meeting. A total of 19 students out of 20 completed the questionnaire (with students providing figure 1 Out-of-class study time: class average in minutes Time is of the essence 35
6 table 3 Factors encouraging study outside of class Category Number of answers Student comments (translated by authors) Presentation skills 13 Presentations would increase my communication skills. Teacher 10 It was fun to talk to the teacher. Class content 6 I wanted to be able to use the English in the next class. Homework 6 I assigned myself vocabulary homework I might use in the next class. Class atmosphere 4 It was a friendly atmosphere and we didn t mind mistakes. Handouts were easy to understand 1 Everything we needed to know was on the handouts. Classmates 1 Everyone else was having fun using English too. (N = 19) more than one answer) and results are shown in Table 3. We classified their answers into seven categories, with the students reporting course aims (i.e. presentation skills) as the strongest category. Some additional student responses (translated by the authors) are listed below: Because it will connect to bettering my communication skills. Being able to do presentations in English will be very useful in my future. If I could not do my presentation well, I would be embarrassed. If I do not prepare, I would not be able to speak. I would waste class time, if I did not prepare my presentation. These results are similar to Ryan s (2009) conclusion that Japanese students are instrumentally motivated, in our case study due to the matching of syllabus and workplace demands (as mentioned above), thus motivating students to study outside of class. The second theme which can be identified within student comments was their mention of strong student teacher relationships. Here are some examples (translated by the authors): The teacher has a very interesting class and because it is very useful, I want to learn as much as I can from him. Because the teacher is friendly, I am not embarrassed to speak English, and he made a good classroom environment. The teacher was really enthusiastic in his teaching. Table 4 illustrates the results of the final survey question asking if attitudes towards studying English outside of the classroom had changed. Eighteen of the 19 students who attended the final class reported positive attitude changes towards studying English outside of the classroom. Interestingly, students reported their strong student teacher relationship and the course 36 Steve T. Fukuda and Hiroshi Yoshida
7 table 4 Factors influencing attitude change towards out-of-class study Category Number of answers Student comments (translated by authors) Teacher 8 The teacher always talked to each and every student. Presentation 5 I felt I was getting better gradually with more practice. Class was fun 3 The class was activity based and fun. and interesting Others 2 All handouts were flexible and easy to understand. (N = 19) aims of developing presentation skills had had a strong influence on their attitude change towards out-of-class study time. The remaining student mentioned he already liked English, saying there was no room to make his attitude towards studying English out-of-class any more positive. Students also reported a positive attitude change towards out-of-class study time due to the non-threatening classroom environment and classroom procedures. A few of the students further comments are as follows (author translation): Student teacher relationships The teacher always talked to each and every one of us. The teacher remembered each student s name and face. Non-threatening classroom environment I did not have to worry about mistakes when I spoke. I felt a sense of community in the classroom. Classroom procedures The teacher was interesting and there were a lot of activities in group work. It was easy to follow the course syllabus. It motivated me because I needed the power to think for myself in this class. Because the class would improve my communication and presentation skills. The class was well-prepared. From the results above, we find that the main factor influencing out-ofclass study time was the clear class aim of improving presentation skills. Students understood the aims as they were verbally repeated each week and written in detail in the syllabus. The students need to develop presentation skills for their future in the workplace increased study outside the classroom. Most students also reported that they prepared for the presentations, which increased their motivation to study out-of-class, because they did not want to embarrass themselves by doing a bad presentation or waste valuable class time. Time is of the essence 37
8 Pedagogical implications Also, it was apparent from the questionnaire that students felt that their relationship with the teacher (who was friendly and consistently encouraging them to speak without hesitation or worrying too much about mistakes) also influenced out-of-class study time. Likewise, students felt a more positive attitude to study outside class because of the teacher s enthusiasm towards supporting their English studies. In addition, students reported that the teacher remembering every student s face and name helped them foster a stronger student teacher relationship, which in turn enhanced their attitude towards out-of-class study time. Furthermore, three students mentioned that classroom procedures, such as doing group work, influenced attitudes towards out-of-class study time. Finally, the design of the course was presented clearly allowing them to create their own out-of-class study plans to match the syllabus and their own schedules. In sum, we found out-of-class study time potentially influenced by the following four factors: clear course aims strong student teacher relationships a non-threatening classroom environment interactive classroom procedures. The amount of time students need to attain proficiency in a foreign language is very large when compared to the instruction time they experience. To encourage out-of-class study, many teachers might assign homework or prepare tests forgetting the hidden costs of extrinsic motivation that reduce the agent s motivation to undertake similar tasks in the future (Bénabou and Tirole op.cit.: 492). Instead, from our analysis, we suggest the four factors mentioned above are more likely to improve out-of-class study time. Below is a list of detailed suggestions to help teachers increase out-of-class study time without extrinsic motivators. 1 Clear course aims: something that will be readily useful to the students. For instance, the job market is looking for employees with English presentation skills and this can serve as an instrumental motivator for students as opposed to 15 weeks of just practising conversations or memorizing never-to-be-used situational language. 2 Strong student teacher relationships: teachers can create positive attitude changes and better classroom environments by simply (or not so simply) remembering names and faces, and interacting with each and every student as much as possible. By increasing rapport, students can be encouraged to study more outside of class. 3 Non-threatening classroom environments: classrooms in which students are not worrying about mistakes and where they can learn through trial-and-error also improve attitudes towards studying outside of the classroom. However, teachers must bear in mind the level of the class by making sure it is not too easy or too difficult, just appropriately challenging. Another potential motivator for increasing out-of-class study time is giving students choices about what type of language or material to study. 4 Interactive classroom procedures: conducting group work, holding presentations, and calling students by name are all procedures to 38 Steve T. Fukuda and Hiroshi Yoshida
9 Implications for further research Conclusion engage learners. Additionally, classes in which students can prepare beforehand and use what they prepared in subsequent classes encourage out-of-class study time. Authentic student-centredness, not to be mistaken for students simply doing activities designated by the teacher, but in which students can voice their opinions on activity content or the activity itself, is a potential motivator for increasing out-of-class study time. Also, taking time to help students understand the what and how of activities, and to review and prepare during their out-of-class study time can further motivate and enhance out-of-class study. Many teachers at the tertiary level might feel the necessity to use different methods and techniques to encourage their students to learn. However, the above factors support and motivate out-of-class study at any level; even something as simple as remembering names or providing a relaxed and safe classroom atmosphere can build a stronger student teacher relationship. Perhaps teachers in the university educational context tend to forget the importance of these factors and so it is essential for them to reflect and review their syllabi, relationships, environment, and classroom methods to improve their students out-of-class study time. Teachers could start by asking themselves the following: Is my syllabus clearly laid out each week and as a whole, so that students can understand the course aims and create study plans? Is what we are doing in the classroom stimulating students to continue their study outside of class? Is the classroom environment threatening to students? Is the student teacher relationship we have built strong, trusting, and healthy enough that it encourages a positive attitude towards our subject and out-of-class study time? Though we have yet to understand the ideal amount of out-of-class study time, we must realize the potential difficulties inherent in extrinsic motivators, which aim to prompt students to study out-of-class. Furthermore, because our study-time results are still only around an hour a week, much more investigation of out-of-class study time is still needed. Research should help teachers understand what could be done to stimulate and increase out-of-class study time. For instance, various classroom designs and procedures could be investigated, and how each factor influences out-of-class study time could be measured. In the same manner, a list of the steps teachers could take to encourage students out-of-class study or to promote stronger student teacher relationships could be mapped. Finally, there is also a need for effective measurement instruments to examine study time other than through student self-reporting, and to investigate how much learning continues after the students have completed their taught courses. We hope this paper is a catalyst for discussion concerning the ways in which we can increase students out-of-class study time beyond relying only on extrinsic motivators such as setting homework or in-class tests. Thus, we must consider how we, as teachers, influence and encourage students study habits not only in the classroom but outside as well. Time is of the essence 39
10 This consideration will potentially lead to more learning and ultimately an attainment of higher proficiency in the target language. Final revised version received June 2012 Note 1 Equivalent to B2 on the Common European Framework of Reference. See skynet.be/toeic.belned/toeic_can-do-levels. pdf (accessed on 28 June 2012). References Asia TEFL Symposium on national English ability tests in Asia. Ninth Asia TEFL International Conference. Seoul, Korea. Bénabou, R. and J. Tirole Intrinsic and extrinsic motivation. Review of Economic Studies 70/3: Benesse Educational Research & Development Center Daigakuseino Gakushu Seikatsu Jitaichosa Hokokusho [Report on University Students Studies and Lifestyles]. Available at benesse.jp/berd/center/open/report/daigaku_ jittai/hon/index.html (accessed on 8 February 2011). Fujioka, K A study of the teaching learning process in the university classroom: through the participant observation in the university classroom. Kyoto University Researches in Higher Education 7: Hakuta, K., Y. Goto Butler, and D. Witt How long does it take English learners to attain proficiency? Berkeley, CA: Policy Reports, University of California Linguistic Minority Research Institute. Hassan, F. and N. F. Selamat Why aren t students proficient in ESL: the teachers perspective. The English Teacher. Available at (accessed on 15 September 2011). Hato, Y Problems in top-down goal setting in second language education: a case study of the Action Plan to Cultivate Japanese with English Abilities. JALT Journal 27/1: Lafaye, B. and S. Tsuda Attitudes towards English language learning in higher education in Japan, and the place of English in Japanese society. Intercultural Communication Studies 11/3: Nakashima, K Bokokugoigaino kotobawo kodomoga manabuigi: bairingarukyouikukarano shiten [ Reasons for children to learn another language: from the perspectives of bilingual education ]. BERD 5: Prolingua TOEIC information. Available at jjapanese/jjtoeic.html (accessed on 16 September 2011). Ryan, S Self and identity in L2 motivation in Japan: the ideal L2 self and Japanese learners of English in Z. Dörnyei and E. Ushioda (eds.). Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters. Sawada, T The effectiveness of using students' multidimensional course evaluations: including aspects of formation of a learning community and students' self-evaluation of their learning. Journal of the Liberal and General Education Society of Japan 31/2: Schneider, P Pair taping: increasing motivation and achievement with a fluency practice. TESL-EJ: 5/2. Available at ej18/ej18a2/?wscr (accessed on 28 September 2011). Terauchi, H., I. Koike, and T. Takada Kigyoga Motomeru Eigoryoku [English Abilities Businesses are Demanding]. Available at (accessed on 15 September 2011). The authors Steve T. Fukuda is currently working as a Lecturer in the Faculty of Integrated Arts and Sciences at the University of Tokushima. He teaches EFL and TESOL while managing the university s self-access centre. He has research interests and publications in learner autonomy, learner motivation, language learner advising, and self-access language learning. steve@ias.tokushima-u.ac.jp Hiroshi Yoshida is an Assistant Professor at the Centre of University Extension in the University of Tokushima. He holds an MA in mathematics, specializing in number theory. His research interests and publications are in lesson improvements for science-related subjects and faculty development. h-yosida@cue.tokushima-u.ac.jp 40 Steve T. Fukuda and Hiroshi Yoshida
Carolina Course Evaluation Item Bank Last Revised Fall 2009
Carolina Course Evaluation Item Bank Last Revised Fall 2009 Items Appearing on the Standard Carolina Course Evaluation Instrument Core Items Instructor and Course Characteristics Results are intended for
More informationA Study of Metacognitive Awareness of Non-English Majors in L2 Listening
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 4, No. 3, pp. 504-510, May 2013 Manufactured in Finland. doi:10.4304/jltr.4.3.504-510 A Study of Metacognitive Awareness of Non-English Majors
More informationELP in whole-school use. Case study Norway. Anita Nyberg
EUROPEAN CENTRE FOR MODERN LANGUAGES 3rd Medium Term Programme ELP in whole-school use Case study Norway Anita Nyberg Summary Kastellet School, Oslo primary and lower secondary school (pupils aged 6 16)
More informationArtwork and Drama Activities Using Literature with High School Students
Artwork and Drama Activities Using Literature with High School Students Vicky Ann Richings Kwansei Gakuin University Richings@kwansei.ac.jp Masateru Nishimuro Kwansei Gakuin Senior High School mnishimuro@kwansei.ac.jp
More informationText and task authenticity in the EFL classroom
Text and task authenticity in the EFL classroom William Guariento and John Morley There is now a general consensus in language teaching that the use of authentic materials in the classroom is beneficial
More informationTextbook Evalyation:
STUDIES IN LITERATURE AND LANGUAGE Vol. 1, No. 8, 2010, pp. 54-60 www.cscanada.net ISSN 1923-1555 [Print] ISSN 1923-1563 [Online] www.cscanada.org Textbook Evalyation: EFL Teachers Perspectives on New
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationTEACHER'S TRAINING IN A STATISTICS TEACHING EXPERIMENT 1
TEACHER'S TRAINING IN A STATISTICS TEACHING EXPERIMENT 1 Linda Gattuso Université du Québec à Montréal, Canada Maria A. Pannone Università di Perugia, Italy A large experiment, investigating to what extent
More informationIMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER
IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER Mohamad Nor Shodiq Institut Agama Islam Darussalam (IAIDA) Banyuwangi
More informationMarch. July. July. September
Preparing students for internationalisation at home: evaluating a twoweek induction programme in a one-year masters programme Dr Prue Holmes, Durham University Aims of the project This project evaluated
More informationAuthor: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015
Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication
More informationInternship Department. Sigma + Internship. Supervisor Internship Guide
Internship Department Sigma + Internship Supervisor Internship Guide April 2016 Content The place of an internship in the university curriculum... 3 Various Tasks Expected in an Internship... 3 Competencies
More informationAviation English Training: How long Does it Take?
Aviation English Training: How long Does it Take? Elizabeth Mathews 2008 I am often asked, How long does it take to achieve ICAO Operational Level 4? Unfortunately, there is no quick and easy answer to
More informationTeaching Global English with NNS-NNS Online Communication
THE JOURNAL OF ASIA TEFL Vol. 8, No. 2, pp. 169-188, Summer 2011 Teaching Global English with NNS-NNS Online Communication I-Chung Ke Yuan-Ze University, Taoyuan, Taiwan Toshihiko Suzuki Waseda University,
More informationThe role of the first language in foreign language learning. Paul Nation. The role of the first language in foreign language learning
1 Article Title The role of the first language in foreign language learning Author Paul Nation Bio: Paul Nation teaches in the School of Linguistics and Applied Language Studies at Victoria University
More informationIntensive Writing Class
Intensive Writing Class Student Profile: This class is for students who are committed to improving their writing. It is for students whose writing has been identified as their weakest skill and whose CASAS
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationVan Andel Education Institute Science Academy Professional Development Allegan June 2015
Van Andel Education Institute Science Academy Professional Development Allegan June 2015 Science teachers from Allegan RESA took part in professional development with the Van Andel Education Institute
More informationCreating Travel Advice
Creating Travel Advice Classroom at a Glance Teacher: Language: Grade: 11 School: Fran Pettigrew Spanish III Lesson Date: March 20 Class Size: 30 Schedule: McLean High School, McLean, Virginia Block schedule,
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationLinking the Common European Framework of Reference and the Michigan English Language Assessment Battery Technical Report
Linking the Common European Framework of Reference and the Michigan English Language Assessment Battery Technical Report Contact Information All correspondence and mailings should be addressed to: CaMLA
More informationHow to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.
How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. PHYS 102 (Spring 2015) Don t just study the material the day before the test know the material well
More informationSpanish III Class Description
Spanish III Class Description Spanish III is an elective class. It is also a hands on class where students take all the knowledge from their previous years of Spanish and put them into practical use. The
More informationMotivation to e-learn within organizational settings: What is it and how could it be measured?
Motivation to e-learn within organizational settings: What is it and how could it be measured? Maria Alexandra Rentroia-Bonito and Joaquim Armando Pires Jorge Departamento de Engenharia Informática Instituto
More informationNew Ways of Connecting Reading and Writing
Sanchez, P., & Salazar, M. (2012). Transnational computer use in urban Latino immigrant communities: Implications for schooling. Urban Education, 47(1), 90 116. doi:10.1177/0042085911427740 Smith, N. (1993).
More informationAssessing speaking skills:. a workshop for teacher development. Ben Knight
Assessing speaking skills:. a workshop for teacher development Ben Knight Speaking skills are often considered the most important part of an EFL course, and yet the difficulties in testing oral skills
More informationMotivating & motivation in TTO: Initial findings
Motivating & motivation in TTO: Initial findings Tessa Mearns, TTO-Day Utrecht, 10 November 2017 Bij ons leer je de wereld kennen 1 Roadmap 1. Why this topic? 2. Background to study 3. Research design
More informationAlpha provides an overall measure of the internal reliability of the test. The Coefficient Alphas for the STEP are:
Every individual is unique. From the way we look to how we behave, speak, and act, we all do it differently. We also have our own unique methods of learning. Once those methods are identified, it can make
More informationTESL/TESOL DIPLOMA PROGRAMS VIA TESL/TESOL Diploma Programs are recognized by TESL CANADA
TESL/TESOL DIPLOMA PROGRAMS VIA TESL/TESOL Diploma Programs are recognized by TESL CANADA FULL-TIME AND ONLINE TESL/TESOL PROGRAMS TEACH IN CANADA OR ABROAD TSXV-LOY REVISED NOVEMBER 2014 TRAINING CENTRE
More informationInformation for Candidates
Information for Candidates BULATS This information is intended principally for candidates who are intending to take Cambridge ESOL's BULATS Test. It has sections to help them familiarise themselves with
More informationSynthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski
Synthesis Essay: The 7 Habits of a Highly Effective Teacher: What Graduate School Has Taught Me By: Kamille Samborski When I accepted a position at my current school in August of 2012, I was introduced
More informationObserving Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers
Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Dominic Manuel, McGill University, Canada Annie Savard, McGill University, Canada David Reid, Acadia University,
More informationSyllabus: Introduction to Philosophy
Syllabus: Introduction to Philosophy Course number: PHI 2010 Meeting Times: Tuesdays and Thursdays days from 11:30-2:50 p.m. Location: Building 1, Room 115 Instructor: William Butchard, Ph.D. Email: Please
More informationMATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM
Instructor: Amanda Lien Office: S75b Office Hours: MTWTh 11:30AM-12:20PM Contact: lienamanda@fhda.edu COURSE DESCRIPTION MATH 1A: Calculus I Sec 01 Winter 2017 Room E31 MTWThF 8:30-9:20AM Fundamentals
More informationWriting the Personal Statement
Writing the Personal Statement For Graduate School Applications ZIA ISOLA, PHD RESEARCH MENTORING INSTITUTE OFFICE OF DIVERSITY, GENOMICS INSTITUTE Overview: The Parts of a Graduate School Application!
More informationTAIWANESE STUDENT ATTITUDES TOWARDS AND BEHAVIORS DURING ONLINE GRAMMAR TESTING WITH MOODLE
TAIWANESE STUDENT ATTITUDES TOWARDS AND BEHAVIORS DURING ONLINE GRAMMAR TESTING WITH MOODLE Ryan Berg TransWorld University Yi-chen Lu TransWorld University Main Points 2 When taking online tests, students
More informationK5 Math Practice. Free Pilot Proposal Jan -Jun Boost Confidence Increase Scores Get Ahead. Studypad, Inc.
K5 Math Practice Boost Confidence Increase Scores Get Ahead Free Pilot Proposal Jan -Jun 2017 Studypad, Inc. 100 W El Camino Real, Ste 72 Mountain View, CA 94040 Table of Contents I. Splash Math Pilot
More informationExploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment
Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment Ron Oliver, Jan Herrington, Edith Cowan University, 2 Bradford St, Mt Lawley
More informationSan Marino Unified School District Homework Policy
San Marino Unified School District Homework Policy Philosophy The San Marino Unified School District through established policy recognizes that purposeful homework is an important part of the instructional
More informationCLASSROOM MANAGEMENT INTRODUCTION
CLASSROOM MANAGEMENT Dr. Jasmina Delceva Dizdarevik, Institute of Pedagogy, Faculty of Philosophy Ss. Cyril and Methodius University-Skopje, Macedonia E-mail : jdelceva@yahoo.com Received: February, 20.2014.
More informationPerception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study)
Perception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study) Enkeleda Jata PhD Cand. European University of Tirana, Albania, enki_jata@yahoo.it Abstract Of all the changes
More informationStrategic Practice: Career Practitioner Case Study
Strategic Practice: Career Practitioner Case Study heidi Lund 1 Interpersonal conflict has one of the most negative impacts on today s workplaces. It reduces productivity, increases gossip, and I believe
More informationMatch or Mismatch Between Learning Styles of Prep-Class EFL Students and EFL Teachers
http://e-flt.nus.edu.sg/ Electronic Journal of Foreign Language Teaching 2015, Vol. 12, No. 2, pp. 276 288 Centre for Language Studies National University of Singapore Match or Mismatch Between Learning
More informationDeveloping Autonomy in an East Asian Classroom: from Policy to Practice
DOI: 10.7763/IPEDR. 2013. V68. 2 Developing Autonomy in an East Asian Classroom: from Policy to Practice Thao Thi Thanh PHAN Thanhdo University Hanoi Vietnam Queensland University of Technology Brisbane
More informationWhat s in Your Communication Toolbox? COMMUNICATION TOOLBOX. verse clinical scenarios to bolster clinical outcomes: 1
COMMUNICATION TOOLBOX Lisa Hunter, LSW, and Jane R. Shaw, DVM, PhD www.argusinstitute.colostate.edu What s in Your Communication Toolbox? Throughout this communication series, we have built a toolbox of
More informationProviding student writers with pre-text feedback
Providing student writers with pre-text feedback Ana Frankenberg-Garcia This paper argues that the best moment for responding to student writing is before any draft is completed. It analyses ways in which
More informationCELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom
CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and
More informationA. True B. False INVENTORY OF PROCESSES IN COLLEGE COMPOSITION
INVENTORY OF PROCESSES IN COLLEGE COMPOSITION This questionnaire describes the different ways that college students go about writing essays and papers. There are no right or wrong answers because there
More informationExperience Corps. Mentor Toolkit
Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8
More informationWhy PPP won t (and shouldn t) go away
(and shouldn t) go IATEFL Birmingham 2016 jasonanderson1@gmail.com www.jasonanderson.org.uk speakinggames.wordpress.com Structure of my talk 1. Introduction 3. Why is it so enduring / popular? (i.e. Does
More informationGUIDE TO STAFF DEVELOPMENT COURSES. Towards your future
GUIDE TO STAFF DEVELOPMENT COURSES Towards your future BUILD YOUR RESUME DEVELOP YOUR SKILLS ADVANCE YOUR CAREER New teacher starting out? You ll want to check out the Foundation TEFL and the EF Trinity
More informationDOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY?
DOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY? Noor Rachmawaty (itaw75123@yahoo.com) Istanti Hermagustiana (dulcemaria_81@yahoo.com) Universitas Mulawarman, Indonesia Abstract: This paper is based
More informationLITERACY ACROSS THE CURRICULUM POLICY Humberston Academy
LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of
More informationWhat do Medical Students Need to Learn in Their English Classes?
ISSN - Journal of Language Teaching and Research, Vol., No., pp. 1-, May ACADEMY PUBLISHER Manufactured in Finland. doi:.0/jltr...1- What do Medical Students Need to Learn in Their English Classes? Giti
More informationFrank Phillips College Student Course Evaluation Results. Exemplary Educational Objectives Social & Behavioral Science THECB
Question Category: 4 Exemplary Educational Objectives Social & Behavioral Science THECB Social & Behavioral Sciences Objective 1.) To employ the appropriate methods, technologies, and data that social
More informationCareer Checkpoint. What is Career Checkpoint? Make the most of your Marketable Skills
What is Career Checkpoint? Career Checkpoint is a toolkit for supervisors of student staff. It provides employers with the tools they need to assist students with connecting the skills and knowledge acquired
More informationLecturing Module
Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional
More informationSubject Inspection of Mathematics REPORT. Marian College Ballsbridge, Dublin 4 Roll number: 60500J
An Roinn Oideachais agus Scileanna Department of Education and Skills Subject Inspection of Mathematics REPORT Marian College Ballsbridge, Dublin 4 Roll number: 60500J Date of inspection: 10 December 2009
More informationPREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL
1 PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL IMPORTANCE OF THE SPEAKER LISTENER TECHNIQUE The Speaker Listener Technique (SLT) is a structured communication strategy that promotes clarity, understanding,
More informationSuccessfully Flipping a Mathematics Classroom
2014 Hawaii University International Conferences Science, Technology, Engineering, Math & Education June 16, 17, & 18 2014 Ala Moana Hotel, Honolulu, Hawaii Successfully Flipping a Mathematics Classroom
More informationThe Effect of Written Corrective Feedback on the Accuracy of English Article Usage in L2 Writing
Journal of Applied Linguistics and Language Research Volume 3, Issue 1, 2016, pp. 110-120 Available online at www.jallr.com ISSN: 2376-760X The Effect of Written Corrective Feedback on the Accuracy of
More informationTrend Survey on Japanese Natural Language Processing Studies over the Last Decade
Trend Survey on Japanese Natural Language Processing Studies over the Last Decade Masaki Murata, Koji Ichii, Qing Ma,, Tamotsu Shirado, Toshiyuki Kanamaru,, and Hitoshi Isahara National Institute of Information
More informationThe influence of staff use of a virtual learning environment on student satisfaction
205 1 The influence of staff use of a virtual learning environment on student satisfaction Olaf Hallan Graven, Magne Helland, and Prof. Lachlan MacKinnon Abstract The use of virtual learning environments
More informationBiomedical Sciences (BC98)
Be one of the first to experience the new undergraduate science programme at a university leading the way in biomedical teaching and research Biomedical Sciences (BC98) BA in Cell and Systems Biology BA
More informationUDL AND LANGUAGE ARTS LESSON OVERVIEW
UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students
More informationROLE OF SELF-ESTEEM IN ENGLISH SPEAKING SKILLS IN ADOLESCENT LEARNERS
RESEARCH ARTICLE ROLE OF SELF-ESTEEM IN ENGLISH SPEAKING SKILLS IN ADOLESCENT LEARNERS NAVITA Lecturer in English Govt. Sr. Sec. School, Raichand Wala, Jind, Haryana ABSTRACT The aim of this study was
More informationMany instructors use a weighted total to calculate their grades. This lesson explains how to set up a weighted total using categories.
Weighted Totals Many instructors use a weighted total to calculate their grades. This lesson explains how to set up a weighted total using categories. Set up your grading scheme in your syllabus Your syllabus
More informationLinguistics Program Outcomes Assessment 2012
Linguistics Program Outcomes Assessment 2012 BA in Linguistics / MA in Applied Linguistics Compiled by Siri Tuttle, Program Head The mission of the UAF Linguistics Program is to promote a broader understanding
More informationStudy Abroad Housing and Cultural Intelligence: Does Housing Influence the Gaining of Cultural Intelligence?
University of Portland Pilot Scholars Communication Studies Undergraduate Publications, Presentations and Projects Communication Studies 2016 Study Abroad Housing and Cultural Intelligence: Does Housing
More informationUniversity of Pittsburgh Department of Slavic Languages and Literatures. Russian 0015: Russian for Heritage Learners 2 MoWe 3:00PM - 4:15PM G13 CL
1 University of Pittsburgh Department of Slavic Languages and Literatures Russian 0015: Russian for Heritage Learners 2 MoWe 3:00PM - 4:15PM G13 CL Spring 2011 Instructor: Yuliya Basina e-mail basina@pitt.edu
More informationCritical Thinking in Everyday Life: 9 Strategies
Critical Thinking in Everyday Life: 9 Strategies Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like
More informationIllinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013
Illinois WIC Program Nutrition Practice Standards (NPS) Effective Secondary Education May 2013 Nutrition Practice Standards are provided to assist staff in translating policy into practice. This guidance
More informationDeveloping creativity in a company whose business is creativity By Andy Wilkins
Developing creativity in a company whose business is creativity By Andy Wilkins Background and Purpose of this Article The primary purpose of this article is to outline an intervention made in one of the
More informationGROUP COMPOSITION IN THE NAVIGATION SIMULATOR A PILOT STUDY Magnus Boström (Kalmar Maritime Academy, Sweden)
GROUP COMPOSITION IN THE NAVIGATION SIMULATOR A PILOT STUDY Magnus Boström (Kalmar Maritime Academy, Sweden) magnus.bostrom@lnu.se ABSTRACT: At Kalmar Maritime Academy (KMA) the first-year students at
More informationOffice: Gallagher Hall 3406
Accounting Ethics (ACC 271) Graduate School of Management University of California at Davis Professor Robert Yetman Fall 2012 Thursdays 12:00 noon - 4:00pm Email: rjyetman@ucdavis.edu Office: Gallagher
More informationLaporan Penelitian Unggulan Prodi
Nama Rumpun Ilmu : Ilmu Sosial Laporan Penelitian Unggulan Prodi THE ROLE OF BAHASA INDONESIA IN FOREIGN LANGUAGE TEACHING AT THE LANGUAGE TRAINING CENTER UMY Oleh: Dedi Suryadi, M.Ed. Ph.D NIDN : 0504047102
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationESL Curriculum and Assessment
ESL Curriculum and Assessment Terms Syllabus Content of a course How it is organized How it will be tested Curriculum Broader term, process Describes what will be taught, in what order will it be taught,
More informationWHAT TEACHERS BELIEFS ON TEACHING? AN EXPLORING STUDY OF HIGH SCHOOL TEACHERS
ISSN: 1693 1775 Majelis Pendidikan Daerah WHAT TEACHERS BELIEFS ON TEACHING? AN EXPLORING STUDY OF HIGH SCHOOL TEACHERS Cut Aulia Makhsum 1, and Marty Mawarpury 2 1 Senior High School (SMA) No. 6 Lhokseumawe,
More informationSecond Language Acquisition in Adults: From Research to Practice
Second Language Acquisition in Adults: From Research to Practice Donna Moss, National Center for ESL Literacy Education Lauren Ross-Feldman, Georgetown University Second language acquisition (SLA) is the
More information"Be who you are and say what you feel, because those who mind don't matter and
Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and
More informationMATH Study Skills Workshop
MATH Study Skills Workshop Become an expert math student through understanding your personal learning style, by incorporating practical memory skills, and by becoming proficient in test taking. 11/30/15
More informationHow to set up gradebook categories in Moodle 2.
How to set up gradebook categories in Moodle 2. It is possible to set up the gradebook to show divisions in time such as semesters and quarters by using categories. For example, Semester 1 = main category
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationAssessment and Evaluation
Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation
More informationCHEM 6487: Problem Seminar in Inorganic Chemistry Spring 2010
CHEM 6487: Problem Seminar in Inorganic Chemistry Spring 2010 Instructor: Dr. Stephen M. Holmes Course Time: 10 AM Friday Office Location: 418 Benton Hall Course Location: 451 Benton Hall Email: holmesst@umsl.edu
More informationProviding Feedback to Learners. A useful aide memoire for mentors
Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and
More informationJEFFERSON COLLEGE COURSE SYLLABUS BUS 261 BUSINESS COMMUNICATIONS. 3 Credit Hours. Prepared by: Cindy Rossi January 25, 2014
JEFFERSON COLLEGE COURSE SYLLABUS BUS 261 BUSINESS COMMUNICATIONS 3 Credit Hours Prepared by: Cindy Rossi January 25, 2014 Ms. Linda Abernathy, Math, Science and Business Division Chair Ms. Shirley Davenport,
More informationLearning and Retaining New Vocabularies: The Case of Monolingual and Bilingual Dictionaries
Learning and Retaining New Vocabularies: The Case of Monolingual and Bilingual Dictionaries Mohsen Mobaraki Assistant Professor, University of Birjand, Iran mmobaraki@birjand.ac.ir *Amin Saed Lecturer,
More informationA Minimalist Approach to Code-Switching. In the field of linguistics, the topic of bilingualism is a broad one. There are many
Schmidt 1 Eric Schmidt Prof. Suzanne Flynn Linguistic Study of Bilingualism December 13, 2013 A Minimalist Approach to Code-Switching In the field of linguistics, the topic of bilingualism is a broad one.
More informationProject Based Learning Debriefing Form Elementary School
Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth
More informationKOREAN 305: ADVANCED KOREAN I (Fall 2017)
Credits: 3.0 syllabus KOREAN 305: ADVANCED KOREAN I (Fall 2017) Class Hour Classroom: MW 1:40PM 2:55PM Queens Hall 345C Course Website: Blackboard Instructor: Seongyeon Ko (Seongyeon.Ko@qc.cuny.edu), QH
More informationHeritage Korean Stage 6 Syllabus Preliminary and HSC Courses
Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by
More informationMFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE
MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE TABLE OF CONTENTS Contents 1. Introduction to Junior Cycle 1 2. Rationale 2 3. Aim 3 4. Overview: Links 4 Modern foreign languages and statements of learning
More informationTransfer of Training
Transfer of Training Objective Material : To see if Transfer of training is possible : Drawing Boar with a screen, Eight copies of a star pattern with double lines Experimenter : E and drawing pins. Subject
More informationPositive turning points for girls in mathematics classrooms: Do they stand the test of time?
Santa Clara University Scholar Commons Teacher Education School of Education & Counseling Psychology 11-2012 Positive turning points for girls in mathematics classrooms: Do they stand the test of time?
More informationDanielle Dodge and Paula Barnick first
Co-Teaching ELLs: Riding a Tandem Bike Content-area teachers and ESL teachers can address the needs of English language learners with a collaborative instructional cycle that starts with co-planning. Andrea
More informationLet's Learn English Lesson Plan
Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA
More informationAbbey Academies Trust. Every Child Matters
Abbey Academies Trust Every Child Matters Amended POLICY For Modern Foreign Languages (MFL) September 2005 September 2014 September 2008 September 2011 Every Child Matters within a loving and caring Christian
More informationEFL teachers and students perspectives on the use of electronic dictionaries for learning English
EFL teachers and students perspectives on the use of electronic dictionaries for learning English Reza Dashtestani (rdashtestani@ut.ac.ir) University of Tehran, Islamic Republic of Iran Abstract Despite
More information