International Journal of English Language Teaching

Journal Information
ISSN / EISSN : 23297913 / 23297921
Current Publisher: Sciedu Press (10.5430)
Total articles ≅ 92
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Latest articles in this journal

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.
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.
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

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Yuichi Todaka
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n2p24

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Doniazad Sultan Alshraideh, Nesreen Saud Alahmdi
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n1p41

Many different pedagogical methodologies are applied in the field of English as a foreign language. One of the less-used strategies in Saudi Arabia is teaching and learning vocabulary through drama. This study represents an attempt to investigate the effectiveness of English drama activities for the vocabulary acquisition of second\foreign language learners and how English teachers can use drama in the L2 classroom. Five types of drama activities for learning vocabulary are used in this research: mime, storytelling, role play, simulation, and improvisation. This study was conducted on two preparatory-year classes. Each class was divided into six classes of 36 students. The students were homogenous in terms of gender and level of English language proficiency. The results show that drama helped the learners engage in learning new vocabulary in non-constructed learning environment, and facilitated vocabulary acquisition effectively and accurately in various contexts.
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.
Mohammad Awad Al-Mutairi
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n1p19

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Roseline Abonego Adejare
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n1p1

A recent survey of existing syntactic models shows that none accurately describes the syntax of the English languagethat people actually use and that they inhibit rather than promote knowledge of natural language by creating a gapbetween what should be taught and learned and what obtains. To demonstrate this gap, this paper critically examinesfour recommended senior secondary school English course books to determine the extent to which they reflectexisting syntactic models’ descriptive inadequacies, and highlights the implications for language education inNigeria. Using the emerging Natural Language Linguistics (NLL) model as analytical tool, each book was carefullyexamined to identify topics on the syntactic units: sentence, clause and group. These were then critically studied,paying great attention to definitions, descriptive statements, models, and examples, and noting common features anddifferences. The bits of information pieced together constitute the data. Findings show inconsistency in modelapplication, no uniformity in, and consensus on, the number and nomenclature of syntactic units, terminologicalconfusion, descriptive inaccuracies, typological inexactness, incorrect definitions, wrong and inappropriate examples,and confusion between constituents and elements of structure. The absence of a clear-cut distinction between phraseand clause and between clause and sentence in existing syntactic models, which reflected in the books, explains theshortcomings that potentially limit learners’ knowledge and use ability. Only a syntactic model that accuratelymirrors natural language structure can positively promote language education in the Nigerian context where coursebooks are the most important English teaching-learning resource.
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