In ESL/EFL classes, teaching writing is a frightening task for many teachers as students present problems that are different from those found in the writing of native English speaking students. Journal writing, a new trend in English language teaching, can be used to improve students’ ability to write in English because it provides students with sources for language and writing improvement. The current research paper aims at identifying the methods through which writing skill in ESL/EFL classes
role plays, simulation, and problem solving tasks. Interactive approach method emphasises social relationship between the teacher and learner. These activities help students communicate in different contexts and in different roles offering the learners with opportunities to be exposed to authentic language use (Richard, 2005; Savignon, 1982). The 21st century educational landscape is changing rapidly, especially in response
Lin Alliant International University May 15, 2009 E-mail: lilylin1524@hotmail.com 2 Introduction Current technology provides new opportunities to increase the effectiveness of language learning and teaching. Incorporating well-organized and effective technology into second language learning and teaching for improving students’ language proficiency has been refined by researchers and educators for many decades. Based on the rapidly changing evolution of technology, it is important for language teachers
challenging task for a majority of students as they have difficulty in recognizing and applying argumentative text structures and supporting claims with relevant reasons (Newell et al., 2011). Whereas in L2 context, similar findings were reported that ESL students failed to present counterarguments and rebuttals in argumentative essay (Khodabandeh, 2014) and had inadequate understanding of the organization of texts (Kongpetch, 2006). This essay aims to explore the reason for this phenomenon and suggest
made and welcomes effort to review the current education and assessment system. This assessment reform heralds the idea of humanizing assessment. The government intends to create an assessment-friendly environment where it will become part of the teaching and learning process. The proposal presented at the International Forum of Educational Assessment System states that the new proposed educational assessment reform should focus on assessment of learning and for learning, use various assessment methods
Communicative Language Teaching (CLT) in Malaysian Secondary schools. This research study was conducted to interrogate about communicative language teaching in Malaysian secondary schools. The main purpose of this research study was to know how far the communicative language teaching was understood and how does it implemented in Malaysian secondary school. These elements was identified based on the student’s point of view. This research study shows that the communicative language teaching approach in not
Every Teacher Needs to Unlearn," points out 5 misconceptions people often have on young L2 learners (second language learners) by using research from different ESL programs in different cultures and countries; therefore, teachers are asked to be aware of and break down these misconceptions to avoid having unrealistic expectations while teaching L2 to children. According to McLaughlin, people often have the wrong assumption believing that young children, comparing to adults and adolescences, are better
4-Learning English. Retrieved from http://4-learningenglish.blogspot.com/2013/05/history-of-morphology-and-morphological.html Morphology and the Implication on English Language Teaching. (2012, May 09). Denny’s World. Retrieved from https://dennyiskandar.wordpress.com/2012/05/09/morphology-and-the-implication-on-english-language-teaching/ Morphemes, roots and affixes . (2011, October 21). Retrieved from http://www.google.as/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwiy7dqNsevSAhXDzFQKHSHpBBIQFggYMAA&url=http%3A%2F%2Fwww
Research Title: Beliefs in Teaching Grammar and Common Classroom Practices in Schools in Malaysia By Elisha Nurusus Faculty of Educational Studies CHAPTER ONE 1.1 Introduction The debate for the most suitable teaching approaches to teach English Language in Malaysian secondary schools’ classrooms is still much alive and endless, even decades after Malaysia’s formation in 1963. Over the years, schools in this country have gone through several radical changes because of the changes
language. Mohan and Lo (1985) confirm that, generally speaking, a lot of ESL learners find academic writing problematic. A research conducted by Bacha (2012) in an EFL context has revealed that teachers find students' academic writing weak. It is assumed to be specifically difficult for those of "non-Anglicized linguistic and cultural and backgrounds" (Al Fadda, 2012, p. 123); for example, Asians are believed to face more problems in academic writing (Casanave & Hubbard, 1992). This is also emphasized