International Journal of English Language Teaching

Journal Information
ISSN / EISSN : 2329-7913 / 2329-7921
Current Publisher: Sciedu Press (10.5430)
Total articles ≅ 92
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Latest articles in this journal

Abderrahim Bouderbane
International Journal of English Language Teaching, Volume 8; doi:10.5430/ijelt.v8n1p1

The present study is a comparison between the impact of rhetorical argumentation and narrating stories on students’ fluency and accuracy in communicative competence. We aimed at evaluating the usefulness and suitability of these tasks, and their efficiency when it comes to teaching fluency and accuracy by analysing the direct effects of the tasks on the indices of fluency and accuracy. The problematic issue in this research investigates the effects of the task rhetorical argumentation, and whether it is an important task that teachers should rely on it in teaching speaking in academic contexts. The sample is composed of 65 students which are divided in between 30 students in the control group and 35 students in experimental group. The data was collected by a test which was used to evaluate three main areas which are: classroom interaction, topic knowledge and language knowledge. The results of the experiment show that there are two types of fluency which are procedural and automatic. Rhetorical argumentation can be used to develop procedural fluency, and not automatic since the task is considered as difficult and students were not familiar with it.
Metin Esen
International Journal of English Language Teaching, Volume 8; doi:10.5430/ijelt.v8n1p23

We all live in a globalised world today, and even the smallest interactions taking place in our daily lives can now take place in a global level thanks to the advancements in telecommunication facilities. To keep up with these intercultural interactions, whether virtually or in real life, people now need some abilities for effective communication and cooperation, and 21st Century Skills are a way to address this need. Among these skills, critical thinking – clear and rational thinking, might be a helpful way of approaching issues arising from intercultural communication and guiding learners in developing their intercultural communication and interaction skills. Both of these competences are used in the area of teaching English as a Foreign Language (EFL), in textbooks, materials, and assessment tools. This article review aims at scanning the literature to find traces of different uses of the skill of critical thinking and intercultural competence in the EFL context to tackle issues resulting from intercultural communication or develop language learners’ intercultural competence. The study also intends to classify these uses by analysing similar patterns in the studies investigated. The review explores 14 studies discussing these two competences in the EFL context and determines three distinct approaches by the researchers.
Zheng Wu, Shaohua Jiang
International Journal of English Language Teaching, Volume 8; doi:10.5430/ijelt.v8n1p11

This article is in line with the initiatives of “supporting the disadvantaged” and “developing the cause of persons with disabilities” proposed by UNESCO. With using “deaf students” and “English teaching” as the key research terms, efforts are put into searching research in the Web of Science (WOS) core collection database from the year 2000 to 2020. The index results are sorted by publication years, authors, institutions, sources and keywords. Then these statistics are visualized by CiteSpace software in five aspects, including authors, institutions, journal sources and keywords. In total, there include 4866 articles abroad in this study. The number of articles published at home and abroad show an increasing trend. These collected researches focus on the teaching method, teaching strategy, cognitive condition, sign language teaching, and cochlear implant in English teaching for deaf students. The foreign ones emphasize on ability of deaf students themselves and influence force of auxiliary tool. The overall research on English language teaching for deaf students is on the rise, and the research contents and hot topics international literature are somewhat overlapped while somewhat different. The team cooperation and international exchange should be strengthened while complementing each other, in order to promote the overall development of this field.
Daniel Costa
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n2p60

The purpose of this research study was to delve into Business English learners’ perceptions of synchronous online tuition and its potential as a substitute for face-to-face tuition in a one-to-one educational context. It involved nine French-speaking students spanning different proficiency levels and who completed at least a course consisting of twenty lessons which involved voice and text-based communication using Cisco Webex Meeting Center. They were asked to complete questionnaires and to attend semi-structured interviews in French, which were recorded and transcribed.The results show that the learners were generally pleased with the course and its medium. They commented on its flexibility both in terms of space and time, the former enabling them to have lessons from their office or home and the latter allowing them to schedule lessons according to their schedules. The respondents believed that the voice-based nature of the medium was effective in enhancing their listening and speaking skills, but not all acknowledged the benefits of text-based communication. Technical issues were considered a hindrance by several participants, while digital literacy, learning disabilities and learning styles were alluded to as factors which could affect the learning process. Blended learning was suggested to include further practice with colleagues or face-to-face tuition.
Yangyang Lu
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n2p16

The publisher has not yet granted permission to display this abstract.
Lina Mukhopadhyay
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n2p1

The publisher has not yet granted permission to display this abstract.
Mary Susan Anyiendah, Paul A. Odundo, Agnes Kibuyi
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n2p45

Word recognition is one of the comprehension processing skills encapsulated by the interactive approach instruction. Word recognition skills enable readers to understand the meaning of comprehension passages by decoding the sound of new words. Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties. The performance is weaker in comprehension than in grammar sections of the English paper. Despite this, there is paucity of empirical information about the nexus between activation of word recognition skills and learners’ achievement in reading comprehension in the County. This study applied the Solomon Four-Group Design to source data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression was used to generate two models, one for the experimental group (Model 1) and one for the control group (Model 2). Key results show that the influence of word recognition skills on learners’ achievement in reading comprehension was statistically significant in both groups. However, the effect was stronger in the experimental than in the control group, suggests that training teachers in the experimental group enabled learners in that group to perform better than their colleagues in the control group. Thus, activation of learners’ word recognition skills is likely to improve achievement in reading comprehension.
Yuichi Todaka
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n2p24

The publisher has not yet granted permission to display this abstract.
Shi Wenjie
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n1p31

This study aims to evaluate a business English course for students registered in Master of Professional Accounting or Accountancy (hereafter MPAcc) based on needs analysis of the degree candidates. An online questionnaire, semi-structured interview and classroom observation were used to gain data on the candidates' perception and motivation of learning Business English, learning needs concerning language skills, course contents and course delivery. The results show that the candidates placed importance on learning the language for practical use in business-related domain in general, and for accounting business in particular, and the current in-house business English syllabus has better satisfied the learners need by adopting up-to-date business literature, engaging the learners in discussion. The findings also reveal some issues in designing and teaching courses of English for Specific Purposes (hereafter ESP), including inadequate involvement of accounting specific knowledge in the course contents, lower-than-expected learning outcomes caused by super-large class sizes and limited course availability. Finally, recommendations are given based on the findings as to revise course syllabus and update course arrangement by taking account of the adult language learners' needs pertaining to MPAcc program.
Manyasi N. Beatrice
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n1p24

The publisher has not yet granted permission to display this abstract.
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