Tag: ELT Research Papers

Vol. 4 Issue 39 – Research Paper: ‘English in India Today: Discipline, In-Discipline and Post-Discipline’ by Vinod Kumar Bairwa

The Waymade College of Education is organizing a NAAC Sponsored National Seminar on ‘Challenging Challenges: Towards Quality Higher Education’ on November 23-24, 2012.

Vol. 4 Issue 36 – Research Paper: ‘The Comparative Impact of Prompt and Recast in Processing Instruction versus Meaningful Output-based Instruction on EFL Learners’ Writing Accuracy’ by Dr. Sholeh Kolahi & Nasim Rasuli

The purpose of the present study was to see which one of the two instruction-processing instruction (PI) and meaningful output based instruction (MOBI) accompany with prompt and recast- is more effective on EFL learners’ writing accuracy. To fulfill the purpose of the study, a sample of 74 intermediate students of one of the language school of Iran sat for a standardized sample of PET English Testing (PET). Sixty students whose score fell one standard deviation above and below the mean were selected and randomly divided into two equal groups. One group was taught and practiced processing instruction (PI) and the other group received meaningful output-based instruction (MOBI) and did not practice processing strategies. Before starting any treatment a free-writing was administrated at first phase of instruction as a pre test. Moreover, at the final phase a free writing posttest was administered too among the students in both groups in order to see if there is any significant difference between their writing accuracy. The pretest and posttest required the subjects to use three English tenses (simple present, simple past, future) in their writing. The mean scores of both groups on the pre test and post test were compared through a t-test. The results of the pretest showed that there was not any significant difference between two groups. The result of posttest led to the rejection of the null hypothesis, implying that PI had a significantly more effect on writing accuracy. These results suggested that, although processing instruction appears to be more effective, output-based instruction as well as processing instruction can lead to linguistic development. The findings of this study have implications not only for both EFL learners and teachers but also for EFL textbook writers.

ELTWeekly Vol. 4 Issue 35

 ELTWeekly Vol. 4 Issue#35 | August 27, 2012 | ISSN 0975-3036 FYI: CELTA (Certificate in Teaching English to Speakers of Other Languages) Video: Teaching Grammar Communicatively Webinar: ‘Group Dynamics in the Language Classroom’ Webinar, August 28 Video: Advanced English Grammar ESL Lesson – Conditionals Video: Learner Language: Tools for Teachers Research Paper: ‘Difficulties Faced by Polytechnic… Continue reading ELTWeekly Vol. 4 Issue 35

ELTWeekly Vol. 4 Issue 34

 ELTWeekly Vol. 4 Issue#34 | August 20, 2012 | ISSN 0975-3036 Video: Using Corpora in the Language Classroom Research Paper: ‘The Use of Media Sources and Authentic Materials for Language Teaching in ESL Classrooms’ by Dr. Tungesh G.M. Video: Dave’s Top Tips – Mime the picture Research Article: ‘ELT Classroom Practices-Implications for Professional Development’ by Gayathri… Continue reading ELTWeekly Vol. 4 Issue 34

Vol. 4 Issue 34 – Research Article: ‘ELT Classroom Practices-Implications for Professional Development’ by S.Venkateswaran & S. Gayathri

English language teaching scenario has been changing from time to time and it is more so in the present context when English has acquired the status of the global language and knowledge of this language has become imperative for existence in the background of the era of globalization in tune and in accordance with the newly acquired status. The role of English language has become one of a language that has become a medium of social interaction and a language in the work place context. This language which has considered hitherto a library language in Indian context has become a language of not only social interaction but also a language for knowledge construction and expression and thus a tool for communication in the global village.

Vol. 4 Issue 34 – Research Paper: ‘The Use of Media Sources and Authentic Materials for Language Teaching in ESL Classrooms’ by Dr. Tungesh G.M.

This paper is an attempt to highlight the importance of using Media Sources and authentic materials in the ESL classrooms. These teaching materials, if they are used judiciously, will become useful teaching aids for developing language competency among the learners of English as a second language at various levels. The paper, however, focuses particularly on the use of three types of authentic materials which are available plenty in Indian Society – namely, pamphlets, brochures, itineraries, timetables, magazines and newspapers. This paper also briefly explains the benefits, the selection of authentic materials and the approach for language teaching.

Vol. 4 Issue 34 – Article: ‘Teaching English As a Foreign Language With Social Responsibility’ by Larry M. Lynch

Are you conserving and recycling water? As EFL, ESL or foreign language teaching professionals we ultimately have a responsibility to our learners, our adopted communities and ourselves as a form of social responsibility. We can quite easily, quickly and responsibly incorporate global, regional and local social issues into our class sessions to provide our language learners with an outlet for their English as a foreign language or other foreign language communicative skills. Pollution, crime, the environment, global warming and terrorism are all available topics of concern regionally and locally worldwide. Take water conservation for example.

ELTWeekly Vol. 4 Issue 26

ELTWeekly Vol. 4 Issue#26 | June 25, 2012 | ISSN 0975-3036 Video: Seven Ways of Looking at Grammar  . Book of the week: The Heinemann ELT Wordbuilder  . Video: Empowering the Language Learner  , Research Paper: ‘When to Start Second Language Teaching or Learning in an EFL Context?’ by Saeid Najafi Sarem & Hadi Hamidi  .… Continue reading ELTWeekly Vol. 4 Issue 26

Vol. 4 Issue 26 – Research Paper: ‘When to Start Second Language Teaching or Learning in an EFL Context?’ by Saeid Najafi Sarem & Hadi Hamidi

Among the many factors that affect second language learning and teaching practices, age has been always considered an important factor. The beginning age for learning a foreign language is a controversial issue concerning which various ideas have been proposed by different scholars. Some researchers refer to the concept of critical period hypothesis for L1 acquisition and claim that before puberty is the best time to start teaching a second language. On the other hand, some other researchers reject the application of this hypothesis in second language learning relying on the evidence that adult learners can acquire a second language more easily at least in some aspects of language. In their claims, these researchers refer to the concepts like multiple critical period and the presence of motivation based on which any person can begin learning a second language at any age. The findings of the current paper are of important implications for the field of foreign/second language teaching.