Collaborative Strategic Reading (CSR) within Cognitive and Metacognitive Strategies perspectives

Abstract The main purpose of this paper is to discuss th

Collaborative Strategic Reading (CSR) within Cognitive and Metacognitive Strategies perspectives

The main purpose of this paper is to discuss the Philosophical concept of Collaborative Strategic Reading (CSR), in regard with its rationale and operational context of teaching reading. It also discusses a number of researches that have been done in the area of this field. It will also look at the significance usage of CSR as a prominent strategy in teaching reading based on conceptual and theoretical frameworks of cognitive and metacognitive theories, which have been proven by reading researchers in L1, ESL and EFL teaching contexts. Hopefully, this basic research provides clear description about CSR within the cognitive and metacognitive theories point of view. Key Words: CSR, Cognitive, Metacognitiv

The Investigation of Difference between PPT and CBT Results of EFL Learners in Iran: Computer Familiarity and Test Performance in CBT

The purpose of this study is to examine the score comparability of institutional English reading tests in two testing methods, i.e. paper-based and computer-based tests taken by Iranian EFL learners in four language institutes and their branches in Iran. In the present study, the researcher tried to examine whether there is any difference between computer-based test results (henceforth CBT) and paper-based test (PPT) results of a reading comprehension test as well as exploring the relationship between students' prior computer experience and their test performance in CBT. Two equivalent tests were administered to one group of EFL learners in two different occasions, one in paper-based format and the other in computer-based test. Utilizing t-test, the means of two modes have been compared and the results showed the priority of PPT over CBT with .01 degree of difference at p < 05. Using ANOVA, the findings revealed that computer experience had no significant influence on the students’ performance in computerized test

Action! Fun! Let's Learn English Language

Recent research reveals that students' attitudes and academic achievement improve when learning experiences revolve around their interests, talents and needs. In order to facilitate learning, teachers or language educators have to provide highly engaging learning experiences, which are both motivating and challenging to learners. Language acquisition and teaching strategies are key terms that are significant in language learning and teaching. Success in learning English is due to many factors such as motivation, classroom management, methodology, teachers' efforts and skills, students' interests, teaching materials, lesson plans and so on. Students become very excited when lesson games and drama activities are included in their lessons. They learn English naturally and enjoyably. Keywords: learning English, achievement, motivation, interest, teaching materia

The influence of proficiency level on the use and choice of L1/L2 communication strategies used by Iraqi EFL students

This study aimed at investigating the influence of language proficiency level on the frequency of the use and choice of L1/L2 communication strategies used by Iraqi EFL students. This study was qualitative in nature. The interactive task and speaking task were used to gather data regarding communication strategy use and choice from 52 second and third year English major students. Those participants were divided into two groups; low and high proficient students (n=27 low proficient students and n=25 high proficient students). A taxonomy of communication strategies was adopted to code the communication strategies used by low and high proficient Iraqi EFL students. The results revealed that low proficient students use communication strategies more frequently than high proficient students. Both low and high proficient students used communication strategies other than those included in selected taxonomy. This study showed that low proficient students use L1-based strategies more frequently, while high proficient students use L2-based strategies more frequently

Students' Motivation for and Attitudes towards Self-Access Language Learning Centre

Self-Access Language Learning (SALL) is one of the leading aspects in efficiency of learners’ self-initiated language learning. How far are the learners motivated to learn the language on their own in a Self-Access Language Learning Centre (SALLC)? Do their attitudes contribute SALL? This study investigated Thai students’ motivation level and attitudes towards the use of materials and facilities of the SALLC. A sample of 210 SALLC-members including 200 students, 8 lecturers and staffs together with 2 outsiders were involved. Questionnaires and semi-structured interviews were used to investigate the students’ motivation and attitudes towards the SALLC. The results revealed that the SALLC could promote students’ attitudes and stimulate their motivation to initiate on coming to the centre. The users also displayed high positive motivation and attitudes towards the SALLC. All materials and facilities in the SALLC were considered as factors that helped promote the SALLC. Additionally, students’ attitudes were found to be moderately significant correlated with motivation.Keywords: SALL, SALLC, attitude, motivation

The Utilization of Picture and Picture Strategy: An Effective Way to Improve Efl Students’ Writing Ability in Madrasah Tsanawiyah

The aim of this study is to find out whether or not there was a significant difference between students who were taught using picture and picture strategy and that of those who were not in writing recount text. The study employed a quasi-experimental study. The population in this study were the second grade students of Madrasah Tsanawiyah in Bengkulu city, Indonesia with a total number are 89 students. Out of this population, 60 students were taken as the sample. They are divided into two groups; experiement and control group, which consisted of 30 students for each group. The data were collected by using writing test. The data obtained were analyzed by using t- test formula. The data were found that the result of t-count post-test (6.34) was higher than t- table (2.00) with α = 5 % and df= 58. The finding of this research shows that there is a significant difference between students in Madrasah Tsanawiyah who are taught using picture and picture strategy and that of those who are not. Based on the result on the study, picture and picture strategy can improve students’ writing achievement in writing recount text evidentl

English Listening Comprehension Problems of Students from China Learning English in Malaysia

Abstract This research discusses the English listening comprehension problems of university international students from China. The research used a qualitative method to collect data from three Chinese students taking English Listening Comprehension (ELC) in University Sains Malaysian (USM). This study is a research report related to the problems encountered by China&apos;s students in ELC learning. The interview was conducted to investigate students&apos; perspective through the main question concerning the problems of the Chinese students in their ELC self-learning process, in three steps, which include the pre-listening, whilelistening and post-listening. Findings from this study indicate that the main problem faced by the Chinese students is the lack of prior knowledge in English vocabulary, and this inhibits their understanding in the listening process. Moreover, the differences in the accent of the native speakers prohibit the proper understanding of the listening content, the short span of concentration, and the learning habits of Chinese students were discussed as the problems of the ELC learning. This enhances the data availability and the interpretative analysis. In order to validate the data and the analysis, experiences and documents analyses were conducted. This research laid a good foundation for further research; it provided useful information concerning the effective strategies to enhance students&apos; listening skills and will improve the instruction of English listening class to achieve the win-win situation

A Study of the Apology Strategies Used by Iraqi EFL University Students

This study was aimed at exploring apology strategies of English used by Iraqi EFL students, apology strategies in Iraqi Arabic and the pragmatic strategies of Iraqi EFL students in relation to the use of apology as a speech act. The data analyzed in this study were collected in Al-Yarmouk University College and University of Diyala. The study was mixed method in nature using a questionnaire and an interview adapted from previous studies. The quantitative data was obtained from fifty-five Iraqi EFL students using Discourse Completion Task Questionnaires (DCTQ) while the qualitative data obtained from individual interviews carried out with twelve Iraqi EFL students. The results were showed different kinds of apology strategies used by Iraqi EFL students. A new classification of apology strategies was provided in this study. Results of the study showed that Iraqi EFL students used a variation of apology strategies, they were well aware of how to use adequate apology forms to meet the requirements of specific situations and relationships, and they felt the need for explaining and avoiding interpretation of their response as an apology