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Academic Journal

The Study of Relationship between Kolb's Learning Styles, Gender and Learning American Slang by Iranian EFL Students

Subjects: Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Correlation, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Cognitive Style, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, English (Second Language), Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Second Language Learning, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Second Language Instruction, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Language Variation, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Foreign Countries, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Measures (Individuals), Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Gender Differences, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Language Tests, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Language Proficiency, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Experiential Learning, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Teacher Education, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Teaching Methods, Correlation, Cognitive Style, English (Second Language), Second Language Learning, Second Language Instruction, Language Variation, Foreign Countries, Measures (Individuals), Gender Differences, Language Tests, Language Proficiency, Experiential Learning, Teacher Education, Teaching Methods, Undergraduate StudentsIran (Tehran)Learning Style Inventory

  • Source: International Journal of Instruction, v12 n2 p517-538 Apr 2019. 22 pp.

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Academic Journal

The Contribution of Listening Strategy Instruction to Improving Second Language Listening Comprehension: A Case of Iranian EFL Learners

Subjects: English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, English (Second Language), English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Second Language Learning, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Second Language Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Learning Strategies, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Literature, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Listening Comprehension, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Language Tests, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, College Students, English (Second Language), Second Language Learning, Second Language Instruction, Learning Strategies, Literature, Teaching Methods, Listening Comprehension, Foreign Countries, Language Tests, College Students, Instructional EffectivenessIranInternational English Language Testing System

  • Source: International Journal of Instruction, v12 n2 p17-32 Apr 2019. 16 pp.

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Academic Journal

Effects of the Vaughan Method in Comparison with the Audiolingual Method and the Communicative Language Teaching on Iranian Advanced EFL Learners' Speaking Skill

Subjects: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, English (Second Language), English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Second Language Learning, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Second Language Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Audiolingual Methods, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Instructional Effectiveness, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Communicative Competence (Languages), English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Comparative Analysis, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Speech Communication, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Advanced Students, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Language Tests, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Rote Learning, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Native Language, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Audiolingual Methods, Instructional Effectiveness, Communicative Competence (Languages), Comparative Analysis, Speech Communication, Advanced Students, Foreign Countries, Language Tests, Student Attitudes, Rote Learning, Oral Language, Native Language, Drills (Practice)Iran

  • Source: International Journal of Instruction, v12 n2 p81-98 Apr 2019. 19 pp.

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Academic Journal

Effect of Three Methods of Morphological Awareness on Iranian Intermediate EFL Learners' Reading Comprehension

Subjects: Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Morphology (Languages), Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Metalinguistics, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Language Tests, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Morphemes, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, English (Second Language), Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Second Language Learning, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Pretests Posttests, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Reading Comprehension, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Task Analysis, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Foreign Countries, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Reading Tests, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Undergraduate Students, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Second Language Instruction, Morphology (Languages), Metalinguistics, Language Tests, Morphemes, English (Second Language), Second Language Learning, Pretests Posttests, Reading Comprehension, Task Analysis, Foreign Countries, Reading Tests, Undergraduate Students, Second Language Instruction, Teaching MethodsIran

  • Source: International Journal of Instruction, v12 n2 p623-638 Apr 2019. 16 pp.

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Academic Journal

The Influence of Applying Emotion Based Language Instruction in Teaching Oral Skills to EFL Learners

Subjects: English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, English (Second Language), English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Second Language Instruction, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Speech Skills, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Humanistic Education, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Second Language Learning, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Language Tests, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Instructional Effectiveness, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Pretests Posttests, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Listening Skills, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, College Freshmen, English (Second Language), Second Language Instruction, Speech Skills, Humanistic Education, Second Language Learning, Language Tests, Instructional Effectiveness, Pretests Posttests, Listening Skills, College Freshmen, Foreign CountriesIranInternational English Language Testing System

  • Source: International Journal of Instruction, v12 n2 p275-288 Apr 2019. 14 pp.

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Academic Journal

Challenges of Teaching English Communication to Arabic Students

Subjects: Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Semitic Languages, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Communication Problems, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Teaching Methods, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Learning Processes, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, English (Second Language), Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Second Language Learning, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Second Language Instruction, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Arabs, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Spelling, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Pronunciation, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Language Teachers, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Native Language, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Error Patterns, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Undergraduate Students, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Females, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Case Studies, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Oral Language, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Language Tests, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Phonemes, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Single Sex Colleges, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Pronunciation Instruction, Semitic Languages, Communication Problems, Teaching Methods, Learning Processes, English (Second Language), Second Language Learning, Second Language Instruction, Arabs, Spelling, Pronunciation, Language Teachers, Native Language, Error Patterns, Undergraduate Students, Females, Case Studies, Oral Language, Language Tests, Phonemes, Single Sex Colleges, Pronunciation Instruction, Foreign CountriesSaudi Arabia

  • Source: English Language Teaching, v12 n4 p179-197 2019. 19 pp.

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Academic Journal

The Improvement of Intelligibility in the Oral Production of Standard English: A Study about the Production of Vowel Quality in Stressed and Unstressed Syllables

Subjects: Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Pronunciation, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Oral Language, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, English (Second Language), Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Second Language Learning, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Second Language Instruction, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Pronunciation Instruction, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Syllables, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Vowels, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Teaching Methods, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Psycholinguistics, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Foreign Countries, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Phonology, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Standard Spoken Usage, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Language Tests, Pronunciation, Oral Language, English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction, Syllables, Vowels, Teaching Methods, Psycholinguistics, Foreign Countries, Phonology, Standard Spoken Usage, Language Tests, Factor AnalysisSpain

  • Source: English Language Teaching, v12 n4 p115-126 2019. 12 pp.

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Academic Journal

The Effect of Explicit English Morphology Instruction on EFL Secondary School Students' Morphological Awareness and Reading Comprehension

Subjects: Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Reading Comprehension, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Morphology (Languages), Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Teaching Methods, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, English (Second Language), Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Second Language Learning, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Second Language Instruction, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Secondary School Students, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Metalinguistics, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Pretests Posttests, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Language Tests, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Reading Tests, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Scores, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Morphemes, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Test Validity, Reading Comprehension, Morphology (Languages), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Secondary School Students, Metalinguistics, Pretests Posttests, Language Tests, Reading Tests, Scores, Morphemes, Test Validity, Foreign CountriesEgypt

  • Source: English Language Teaching, v12 n4 p166-178 2019. 13 pp.

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Academic Journal

Computer-Based (CBT) vs. Paper-Based (PBT) Testing: Mode Effect, Relationship between Computer Familiarity, Attitudes, Aversion and Mode Preference with CBT Test Scores in an Asian Private EFL Context

Subjects: Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Computer Assisted Testing, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, English (Second Language), Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Second Language Learning, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Second Language Instruction, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Computer Literacy, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Foreign Countries, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Scores, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Language Tests, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Test Format, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Computer Attitudes, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Preferences, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Multiple Choice Tests, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Student Attitudes, Computer Assisted Testing, English (Second Language), Second Language Learning, Second Language Instruction, Computer Literacy, Foreign Countries, Scores, Language Tests, Test Format, Computer Attitudes, Preferences, Multiple Choice Tests, Student Attitudes, Language ProficiencyIran

  • Source: Teaching English with Technology, v19 n1 p86-101 Jan 2019. 16 pp.

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Academic Journal

The Comparative Effect of Teaching Collocations through Literary vs. Non-Literary Content on EFL Learners

Subjects: Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Phrase Structure, Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, English (Second Language), Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Second Language Learning, Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Second Language Instruction, Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Pretests Posttests, Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Teaching Methods, Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Language Tests, Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Experimental Groups, Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Foreign Countries, Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Comparative Analysis, Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Literature, Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Scores, Phrase Structure, English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests, Teaching Methods, Language Tests, Experimental Groups, Foreign Countries, Comparative Analysis, Literature, Scores, Instructional EffectivenessIran

  • Source: HOW, v26 n1 p63-80 Jan-Jun 2019. 18 pp.

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