scholarly journals AUDITORY VS VISUAL STRATEGIES AMONG KURDISH LEARNERS OF ENGLISH LANGUAGE

2020 ◽  
Vol 4 (1) ◽  
pp. 63-74
Author(s):  
Areen Ahmed Muhammed
Keyword(s):  
English Language ◽  
Middle Eastern ◽  
Far East ◽  
Teaching Styles ◽  
Subject Area ◽  
Asian Countries ◽  
Teaching Methodologies ◽  
Efl Learners ◽  
The Subject ◽  
The Common

When it comes to the case of Kurdish universities regarding teaching styles and methodologies plenty of obstacles and barriers anyone can face not only due to the low level of the majority of the students; but also other factors like religion, interest, grading system, and most importantly low number of references on the subjects area can be the core cause of the issue. One of those points which drove the researcher to write on the common issue was due to the reason that the researcher could not find enough and adequate sources on the subject area; hence, the researcher tried to enrich the referencing system of Kurdish studies of English language in one hand and provide and broaden the horizon of other nationalities regarding Kurdish EFL learners of English and in English taught programs. As a matter of fact, through decades many scholars have been conducting studies on different teaching methodologies and they provided up to four different styles of language teaching. Apart from that, many other linguists enlightened their studies on Far East Asian countries or European. Even if some Middle Eastern studies were taken into consideration; but still, none can be found in the case of Kurdish university students. The current paper was conducted on English department of Charmo University with a total number of 34 participants from three different stages. 

What is English? Who decides? An interview with Lisa Scherff

2019 ◽  
Vol 100 (6) ◽  
pp. 45-49
Author(s):  
Rafael Heller
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language ◽  
Subject Area ◽  
Classroom Teachers ◽  
English Teacher ◽  
High School English ◽  
College Professors ◽  
Arts Curriculum ◽  
The Subject

In this month’s interview, Kappan’s editor talks with high school English teacher and researcher Lisa Scherff about the ongoing struggle over who gets to define the English language arts curriculum. Dating back to the creation of the subject area, more than a century ago, classroom teachers have advocated for a varied course of study that helps students use language more effectively across a range of contexts. However, explains Scherff, they have always had to contend with college professors, textbook publishers, school boards, and others who’ve sought to constrain the curriculum.

The Failure of the Katsura-Harriman Agreement

1961 ◽  
Vol 21 (1) ◽  
pp. 65-76
Author(s):  
Richard T. Chang
Keyword(s):  
English Language ◽  
Far East ◽  
Historical Events ◽  
Partial Control ◽  
The Far East ◽  
Bitter Disappointment ◽  
The Subject ◽  
Far Eastern ◽  
Language Literature ◽  
Do So

Often the availability of new sources raises the need for reinvestigation of established historical events. This is true of the events that lead to the failure of the Far Eastern phase of railroad magnate Edward H. Harriman's proposed world-girdling transportation system, the most ambitious over-seas project ever envisioned by an American entrepreneur. In mid-October 1905, Harriman obtained tentative permission from the Japanese government for partial control of what he considered a vital link in the anticipated route—Japan's railroad in southern Manchuria. Two weeks later, to his bitter disappointment, the Tokyo authorities suspended the agreement, cancelling it in three months. Harriman's scheme in the Far East has been carefully studied by several writers, none of whom used the Japanese sources on the subject. To reinvestigate events in the light of these sources is logical; my attempt is to do so, and to suggest a possible reason for the failure of his plan in Japan that has not been considered in English-language literature.

scholarly journals EFL Students’ Coherence Skill in Writing: A Case Study of Third Year Students of Bachelors in English Language

2020 ◽  
Vol 13 (8) ◽  
pp. 120
Author(s):  
Enas Abdelwahab Eltom RahmtAllah
Keyword(s):  
English Language ◽  
Research Question ◽  
Writing Skills ◽  
Efl Learners ◽  
Writing Test ◽  
Study Results ◽  
Efl Students ◽  
The Subject ◽  
Undergraduate Programs

Writing is considered an essential learning tool for all content areas. However, to master and have excellent writing skills for EFL students of undergraduate programs is challenging. Cohesion and coherence are both crucial textual elements to master writing. The present study examined coherence in English essays written by 46 female Saudi EFL third year at Unaizah College of Sciences and Arts, Qassim University. Examination of essays by the subject group designed to answer the research question. 1.) To what extent are EFL students competent in achieving coherence in writing skills? Each student was asked to write two essays (a writing test that included two essay questions). The data were analyzed through SPSS. The study results demonstrated that learners are not competent in achieving coherence in their writing tasks. In light of these results, recommendations are presented. The results also recommend further studies to investigate coherence and action research to improve this crucial skill among undergraduate Saudi EFL learners.

scholarly journals Discovering Students’ Preference for Classroom Activities and Teachers’ Frequency of Activity Use

2017 ◽  
Vol 19 (1) ◽  
pp. 51 ◽  
Author(s):  
Nahum Samperio Sanchez
Keyword(s):  
Research Methodology ◽  
Quantitative Research ◽  
English Language ◽  
Teaching Styles ◽  
Numerical Data ◽  
Language Teachers ◽  
Classroom Activities ◽  
English Language Teachers ◽  
The Common ◽  
Spss Software

Choosing what activities to include in a class is not an easy task. Teachers often tend to include activities based on their teaching styles and sometimes students are not included in these decisions. This paper explores the preference students have for classroom activities and the frequency in which teachers include certain classroom activities in their practicum. The study followed a quantitative research methodology by collecting numerical data through a 62-items questionnaire developed from a pool of items gathered from different questionnaires. Analysis indicate a coefficient of reliability of α=.907; data were analyzed with the SPSS software. 20 English language teachers and their 263 students of a language school were included in the study. Students’ levels ranged from 1 to 6, being the 6th the equivalent to B1 of the Common European Framework (CFE). Results indicated a mismatch between teachers’ frequently used activities and students’ preference of activities, however, there is a match in speaking activities.

An evaluation of information sources for current awareness on occupational diseases

1986 ◽  
Vol 12 (5) ◽  
pp. 247-255 ◽  
Author(s):  
Clive Price ◽  
Rosemary A. Burley
Keyword(s):  
Occupational Diseases ◽  
English Language ◽  
Information Sources ◽  
Subject Area ◽  
Primary Sources ◽  
Research Information ◽  
Subject Field ◽  
Secondary Sources ◽  
The Subject ◽  
Selection Of

An evaluative study of a selection of primary and sec ondary information sources of potential use for current aware ness in the field of occupational diseases is presented. This study identifies the more important English language primary sources of occupational diseases research information. Re search studies in the field of occupational diseases, however, are scattered widely in the medical literature. This study com pares the usefulness of a variety of secondary sources as current awareness tools for bringing together this widely scattered information. Several secondary sources are useful but, despite considerable overlap between these sources, no single source provides comprehensive coverage of the subject field. Scanning of a number of primary sources together with several secondary sources is recommended as the best means of keeping abreast of the latest research information in this subject area.

scholarly journals The Effect of Immediate and Delayed Error Correction on Accuracy of EFL Learners’ Oral Production

2016 ◽  
Vol 6 (3) ◽  
pp. 93
Author(s):  
Fatemeh Safari
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
English Language ◽  
Corrective Feedback ◽  
Specific Situation ◽  
Efl Learners ◽  
Oral Production ◽  
Positive Effects ◽  
The Subject ◽  
English Language Institute

The concept of corrective feedback in learning a second language has gained more importance and it has been the subject of many researches during recent years. Therefore, considering some aspects that affect it such as when and how to correct, and also what types of corrective feedback are more preferable and effective is of crucial concern. The aim of this study is to find the most effective type of error correction (especially the best time: whether immediately or delayed) in the case of accuracy of Iranian EFL learners’ oral production. Thus, in order to investigate this study, 30 homogenous intermediate EFL learners were selected randomly (female) aged 13 to 30 from Tak English language institute in Dezful, Iran. The participants were divided into 2 groups of 15. For G1 errors were corrected immediately and for G2 with some delay, i.e. after finishing their speech during a term. At the end of the term, each student were asked to discuss one of the topics they have covered during the term, while their voices were recorded and transcribed later. Measures of accuracy were developed to examine the results. Data analysis indicated that both Immediate and Delayed Error Correction had positive effects on the accuracy of learners’ oral production. However, it was evident that although both types of CF were beneficial, the effects of Immediate Error Correction were larger than the other. In conclusion, regarding the specific purpose of language learning in a specific situation and classroom, it is recommended that teachers should be familiarized with all types of CF and then cautiously select the most appropriate one.

The Recuperation of Sovereign Rights by Asian Countries, circa 1870–1945: From Capitulations to Equal Relations, the Dutch Experience

Itinerario ◽  
2005 ◽  
Vol 29 (2) ◽  
pp. 53-72 ◽  
Author(s):  
N. A. Bootsma
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Ottoman Empire ◽  
Middle Eastern ◽  
Far East ◽  
Asian Countries ◽  
The West ◽  
Islamic World ◽  
European Colonialism ◽  
Dutch Experience

Western expansion in Asia during the nineteenth and early twentieth century resulted in two different groups of Asian countries: those which fell victim to European colonialism and those which managed to maintain the basis of their sovereign rights. This contribution will concentrate on the second group, including not only the countries of the so-called Far East but those of the Middle Eastern Ottoman Empire as well. The link between these two otherwise separate worlds is the concept of consular jurisdiction. It originated in the Islamic world and was transplanted by the West to China, Japan and Siam in the second half of the nineteenth century. In the twentieth, it became the touchstone in the relations of the Asian countries with the West in their struggle for equality.

Natural Justice in the Australian Industrial Relations Commission

1993 ◽  
Vol 35 (1) ◽  
pp. 3-18
Author(s):  
Richard Naughton
Keyword(s):  
Common Law ◽  
Industrial Relations ◽  
Subject Area ◽  
Legal Form ◽  
Natural Justice ◽  
The Subject ◽  
The Common ◽  
Industrial Disputes ◽  
The Right ◽  
The Relationship

The Australian Industrial Relations Commission is under a statutorily imposed duty to act in afair manner, but with minimum resort to technical legal form. In addition, it is required to act promptly and effectively to prevent and settle industrial disputes. Some interesting questions arise concerning the relationship between this duty to act fairly and the common law principles of natural justice. This review of the subject area concludes that the two central natural justice principles (the right to a hearing and the rule against bias) are applied in a flexible manner in commission proceedings. The federal tribunal is often required to balance the strict application of these principles against a series of other factors. These might include, for example, matters like the expense, inevitable delay and procedural difficulties associated with a slavish adherence to the rules of natural justice.

scholarly journals EFL Learners’ Perception about Integrating Blended Learning in ELT

2019 ◽  
Author(s):  
Syeda Saima Ferheen Bukhari ◽  
Fatima Mahmoud Basaffar
Keyword(s):  
Blended Learning ◽  
English Language ◽  
English Language Teaching ◽  
First Year ◽  
Intensive English ◽  
Efl Learners ◽  
Computer Proficiency ◽  
The Common ◽  
Mixed Approach ◽  
Different Levels

The study highlights English a Foreign Language (EFL) learners’ perceptions about integrating Blended Learning (BL) to facilitate them completing their foundation year English courses at a Saudi university. The focus of the study was to investigate “the EFL learners’ perception about integrating blended learning in their English Language Teaching (ELT) process”. For this purpose, a survey was constructed in three subsections investigating the learners’ viewpoints about BL as a platform: a) to improve learners’ interaction, b) to increase their interests, and c) to provide autonomous learning. A mixed approach was adopted for the study to be conducted in one of the largest universities in Saudi Arabia. The participants (n=120) taken as sample were studying intensive English courses at four different levels as per the Common European Framework of Reference (CEFR) during their first year at university. The data was collected by using the designed survey consisting sixteen closed and an open-ended question to investigate the learners’ perceptions in depth. The results indicate an overall positive attitude of the learners towards BL integration. ANOVA analysis of the variables shows insignificant effect of the ‘level of computer proficiency’ and the ‘level of learners’ language skills’ on their perceptions. The results conclude that the learners’ perceptions are found in favour of BL. Thus, it is recommended to integrate BL to increase the learners’ interest, interaction, and autonomy.

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