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