Category: ACLL2017

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A Model for Feedback Sessions: Anadolu University Case Study

It’s a well-known fact that no textbook is perfect in educational settings. Thus, teachers commonly develop or compile teaching materials to supplement the textbooks they use. In the specific context of Anadolu University School of Foreign Languages (AUSFL) teachers and students are provided with supplementary materials aligned with curriculum to enhance teaching and learning. No

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A Comparative Corpus Study on the Use of Academic Hedges and Boosters in Applied Linguistics

Hedges and boosters are two types of linguistically important strategies employed in academic writing. While hedges and boosters have been widely explored, previous studies focus on targeting the use of hedges and boosters in journal articles and conference papers in linguistics, computer engineering, second or foreign language teaching and learning. The investigation of Taiwanese students’

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A University-Community English for Empowerment Pilot Program: Learning to Teach & Teaching to Learn

This paper presents qualitative data from an afterschool English for empowerment pilot program at a Japanese university, targeting language-minority children. The English language is regarded as the global language for political, economic and socio-cultural exchange and the number of English speakers around the world is estimated at 2 billion speakers (Crystal, 2008). English is a

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An Interpretive Study of the English Language Needs of Different Stakeholders at Universitas Muhammadiyah Malang Indonesia

The research objective of this study is to examine the extent to which the English Department Universitas Muhammadiyah Malang (ED UMM) curriculum matches its stakeholders’ needs. These stakeholders include learners, teachers, and employers. It compares the results from classroom observations, faculty interviews, student interviews and survey, thereby exploring needs from various perspectives in order to

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Anxiety as a Barrier in Writing and Speaking in English: A Case Study of College Administrative Staff

Globalization and privatization has turned the world into a global village and English as the language of this village. English is considered as the language of survival. In this scenario it is not only necessary to learn English but to master the language. Second/foreign language learning is a demanding task for every aspect of the

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Analyses of Non-Native Preservice English Teacher Verbal Interactions on COLT Part B Scheme

This exploratory case study aimed to identify the characteristics of instruction by non-native preservice English teachers seeking to obtain an English teacher certificate in Japan. The Japanese Ministry of Education, Culture, Sports, Science and Technology has mandated that the teaching of English should take place principally in English from 2020. This requirement will place greater

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Are We Nurturing Cooperative English Learning Partners or Competitors?

In Hong Kong, the heritage of Confucius and her public examination system have shaped an examination-driven culture. Secondary school leavers compete vigorously to gain their university entrance ticket. In 2014, nearly half of the public examination candidates had met the minimum entrance requirements but had no university offers. Self-financing Associate Degree (AD) programmes in local

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Being Dialogic: How a Participatory Action Research Project Can Promote Second Language Acquisition and Conscientizao with Refugee Youth

The case under investigation explores how a participatory action research (PAR) project between three Karen (refugees from Burma) adolescent brothers and their American tutors/co-researchers can effectively promote second language acquisition by (Wong, 2006): (1) creating dialogic teacher-student relationships; (2) building second language confidence and; (3) providing a problem posing learning atmosphere that promotes participants’ academic

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Awakening to New Languages: Engaging and Inspiring Your Students through Pluralistic Approaches

The aim of this workshop is twofold: First, we will introduce attendees new teaching methodologies called “Awakening to languages” and “Integrated didactic approach to different languages studied,” both involve several varieties of languages at the same time. Second, we will share a reflection on those approaches in our context and to invite attendees to think

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Blended Learning for In-service Teachers’ Professional Development: Lessons from the Experience of a Singaporean Chinese Language Teacher Educator

Traditional face-to-face workshop is a common avenue for the professional development (PD) of in-service teachers. Chinese Language (CL) teachers in Singapore also attend such workshops frequently. Research has however shown that such workshops often failed to establish sustained learning and produce little impact on teachers’ practice, as well as students’ achievement. To address this efficacy

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Changing EFL Content Courses Through Presentation Instruction

Increasing globalization has made oral presentation skills more important for students to acquire than ever before. To meet the demands of their future academic and professional roles, students must acquire presentation skills (Živković, 2014). When adapting course design and materials to include both content and presentation skills, instructors have much to consider. Effective course structure

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Catering to Low Level Students Using CEFR-J as a Framework

Recent years have seen much attention paid to self-access centers and their roles in fostering learner autonomy and catering to students with various types of language needs. As the language levels of students in classrooms often differ, offering adequate support to each student is challenging but crucial. To this end, those self-access centers are often

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Childhood Constructing L1 Bilingual System in Relation to Environment

The progress from 4 to 5 years old is longitudinally studied as Part 3 of a bilingual-to-be’s near “simultaneous” language acquisition (Paradis, et al., 2011). The child has been raised in Japan, mostly in English at home, and in Japanese at nursery since 0;4. The environment has strong continuous influence on constructing her L1 system.

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Changing Writing Classrooms through Group Dynamics

Literature Circles in an EFL writing classroom is an under-explored area where learners, through collaborative learning, are able to enhance the skills necessary for writing academic essays. By redesigning the traditional roles of Literature Circles to accommodate different aspects of academic writing, this approach, through interaction and collaborative dialog, develops the skills of EFL writers. The

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Communicating Common Instructional Rationales Across Different Courses: A Blended Learning Approach

Understanding instructional rationales is the first key to students’ acquirement of language skills in English for Academic Purpose (EAP) courses. Yet, course rationales are not always successfully delivered to university students since (i) courses are often taught by multiple teachers, not only by course designers, and (ii) oftentimes course teachers cannot afford limited face-to-face class

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Colleges as Drivers of Educational Development and Change

The presenter will demonstrate how colleges and universities need to be the vehicles of educational development and change in the current political climate and in the 21st century. Specifically, she will show various efforts made by the faculty, staff, and administration of one community college in the Chicago area, the College of Lake County, to

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Chinese Language Education in Recent Hong Kong: A Brief Study on Wrongly Written Chinese Characters of Local University Students

This study analyses the results of an investigation of wrongly written Chinese characters of Hong Kong university students. In recent years, many local university students display poor Chinese language proficiency while writing. A study was conducted in a Chinese writing course for year one undergraduate students of The Education University of Hong Kong. The data

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Constructing and Implementing a Theme-Based Integrated-Skills Pedagogy in a Tertiary EFL Class

One current trend in the field of English language teaching is the teaching of integrated and multiple skills with a focus on the development of learners’ communicative competence (Brown & Lee, 2015; Hinkel, 2006). However, limited research has examined the effects of integrated-skills instruction on the development of communicative competence among college-level EFL learners. In

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Cross Cultural Representation in Pakistani’s EFL Textbooks

The spread of English language as an international language has increased the numbers of its non-native speakers more than its native speakers all over the world .It has arisen the issue of the possession of this language. This study aims at describing and exploring and the type of cultural content found in English Language textbooks

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Dealing with Unexpected Experiences: Transformative Learning of Japanese Pre-Service Teachers During the Teaching Practicum

In the current Teaching Licensing program accredited by the Japanese Ministry of Education, Culture and Sports, students who plan to become English teachers are required to have two to three weeks of in-service training at junior or senior high schools. This teaching practicum is central to the curriculum and provides extremely rich experiences that lead