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Questions related to ELT
Can you recommend or suggest free journals without publication fees, for educational researches, English language teaching (ELT), ESL,language education,...?
Dear colleagues! Do you have your students learn special textson each topic studied, and if so, how do you balance understanding and exact reciting? In my case, reciting will do the job (I teach English in a governmental institution), but I want to introduce as much understanding as I can.
Thank you for any responses!
What kinds of theories can I use to review the literature in the title 'Internal assessment practice in English Teaching'?
Recent developments in AI shows the impact of language models on various disciplines. This will depend on how they are used and integrated into knowledge dissemination process.
First of all the different roles of ESP practitioner should be known to the ESP practitioner. As 'course designer- The ESP practitioner gets know some basic information and knowledge of the discipline in which the learners are in. For example, if you are teaching engineering students, you need to know the engineering terms, texts related to engineering and contexts in which engineers will be interacting with the stakeholders within their domain. Based on the needs of the learners the ESP practitioner then designs the course, frames the curriculum and prepares the syllabus.
Secondly, the role of the ESP practitioner as collaborator involves cooperating with subject specialists (Dudley-Evans and St John, 1998) in which ESP teacher finds out about the subject syllabus in an academic context or the tasks that students have to carry out in a specialized situation.
Thirdly, it is found that the ESP practitioner has different and complicated roles. As teacher, he/she has to help learners to learn. As course designer and material provider, his/her role is to choose handmade or authentic materials that best suit the learners' needs.
Fourthly, as a materials provider, he choses the tasks and activities in connection with the discipline the learners are in. Thus the tasks and activities motivates the learners to practice and learn.
Fifthly, as an evaluator, the ESP practitioner understands each learners' output and evaluates accordingly.
Finally, the ESP practitioner is indeed a researcher. As a researcher, he goes on continuously finding different methods that are approachable and brings success in learning the needed language skills.
I was recently asked and I, myself is very interested to know if a postgraduate/ student of Linguistic and ELT can do research or write articles in Literature? And is it worth doing research in different fields?
It is with immense pleasure that I invite scholars or professional scientists to collaborate with me to publish scientific papers in international journals in the area of ELT and second language acquisition. Therefore, I request you to DM me on What'sup number: 6301044126 or email: email@example.com
Dear ELT Teachers and experts are requested to share their valuable opinion,
Greetings of the day!
Sharing an opinionnaire with you to elicit information towards my doctoral research titled 'Analysis of grammatical errors made in writing skills of English as a Second Language by the Secondary School students of Jawahar Navodaya Vidyalaya: A Case Study'.
Teachers and experts in ELT, as well as JNV faculty are requested to kindly spare your 5 minutes to share your valuable opinion.
Your answers and identity shall be kept confidential and the response will be used for academic purpose only.
JNV, Patan, Gujarat
Can anyone recommend a journal for submission? I am particularly looking for journals that (i) accept pieces in the 800 to 2000 word range, and (ii) that have no publication fees.
Introducing the language functions in the ESL classroom will indeed equip learners with the essential skills to fulfil their academic demands. Still, they are often incapable of expressing deep emotions in everyday life using the target language because the language used in ELT coursebooks is refined, and the contexts they present is often ideal. Besides, the language used is often mechanical and devoid of stance. In contrast, the language used in literary works is genuine, and it exposes people’s lives without any mask. Therefore, exploiting literacy pieces in the English classroom will allow students to engage in meaningful interaction with the authentic materials to deconstruct the text, re-construct language and use it in real-life situations.
Project Based Learning is a pedagogic framework to learn and teach a subject through a project. ... Recently, a few ELT practitioners have come up with a framework to make PBL applicable to ELT while expanding on the principles and practice of task-based learning.Project-Based
I am interested in the structure of the ELT NMOS transistor.
You can name more than one problem.
Please suggest best example of review of article in the field of ELT.
I am looking for papers (articles / chapters / presentations) which report on studies that examined the grammatical knowledge/awareness of teachers of English as a foreign/second language (ELT / TESOL) or teachers of English to L1 primary/secondary students. Please note that I am interested in the grammatical knowledge of *practising* teachers -- not trainee teachers.
Do you know of an EFL/ESL coursebook series for high school students, that has a strong focus on English-speaking cultures (such as Australia, India, South Africa)? I am mostly interested in Australia for my thesis, but any ideas are welcome.
I need to do protein-protein interaction network analysis for which dataset was downloaded from GEO datasets. Data is in the .cel format. I am unable to read these files. Please also suggest "How to apply gcrma package on data?"
I have GSM358670 in .cel format and I am getting an error like
Error in read.celfile(GSM358670) :
STRING_ELT() can only be applied to a 'character vector', not a 'list'
Looking for latest research done in ELT using AI and machine learning with focus on LSRW skills.
Working on PhD thesis and want to situate EMI within a recognised field of research. I feel the topic falls between a gap between English language learning and higher education when I aim to relate my arguments to the literature. While EMI is often used as a language learning tool, it is not essentially for the purposes of learning English but rather a way of delivering content in a lingua franca.
Kindly help me out from broad way to understand the latest methods and trends.
For instance, how should a language teacher teach different speech acts, implicit meaning, etc.
Any book or article that answer the following questions:
Advantages and disadvantages of reflective practice
Teacher role and gains from using reflective practice
The effect of reflective practice on students development
Reflective practice objectives as teaching method
I am looking for further references and recent studies related to ELF-awareness in teacher education. One of my students is compiling a bibliography of ELF-awareness in ELT in addition to my own work and my colleagues work there is research going on in that field. ı want to compile that bibliography and share with the colleagues from all over the world.
Most of the evaluations of English for General Academic (or Specific) Purposes EGAP/EGSP textbooks are done through checklists and questionnaires that have been designed for general ELT textbooks, thus making the findings not totally reliable because the principles based on which EGAP/EGSP textbooks are developed are different from those of general ELT textbooks. I am looking for an an instrument that has specifically been developed to evaluate an EGAP/EGSP textbook.
Thank you in advance for your suggestions.
i m doing interdisciplinary phd research....one of my fields is ELT.
I like this article because it is methodical and systematic in its use of theory and empirical data. But I see a limitation in the discussion section as the authors seem unable or unwilling to connect the problems with this text/class/pedagogy with the larger context of Western power and colonial rule. Interestingly, while the use Pennycooks' earliest book, the did not use his English and the Discourses of Colonialaism, which deals with these issues in great depth.
This omission is important because it would be difficult to correct the shortcomings discovered by the authors unless this larger context is factored in.
In theoretical terms, attempts to address the concerns raised in this study will likely engage in "problem solving theory" not "critical theory" (Cox).
I am having great difficulty in deciding between taking CELTA or doing MA in ELT. Is CELTA enough to start career in Europe or is MA a must?
My area of interest is writing. This will be helpful to many researchers.
We an well describe the Paralinguistics features with the help of Comics and when we are teaching Presentations or Kinesics then this kind of approach may help.
I am wondering whether data-driven learning (DDL) is only applied to secondary students or college students (adults) in the case of ELT.
If yes, what if DDL were adapted appropriately to the primary-school level?
I would like to listen to your varying opinions.
I'm planning to organise a series of workshops on English Language Teaching (ELT).
What can be an interesting way / topic to start with?
I'm planning to use KET (Key English Test is prepared by Cambridge University and it tests the skills of Reading, Writing, Listening and Speaking – with each skill equally weighted at 25%.) in my research. Although it's a well-known international test, I need to examine the validity and reliability of the test before using it in my research. However, I couldn't find any research about the reliability and validity of KET in the literature.
Actually, I think I need to do a pilot test and calculate KR-20 or Spearman-Brown or Pearson r for RELIABILITY and do item analysis (item discrimination and item difficulty) for VALIDITY. On the other hand, what should I do if I need to discard some items according to the item analysis result?
Do you have any suggestions for it?
Hi, I'm doing a multidimensional analysis following the work of Douglas Biber, on two corpora (one learner data, one professional texts). I have the following dimensions following exploratory factor analysis, but am having trouble working out how to define and characterise these dimensions according to function (e.g. involved vs. informational discourse, context (in)dependent discourse, etc.).
Here are the 5 dimensions. In EACH CASE, the z-scores are HIGHER in the learner texts than the professional texts except where a * is seen after the linguistic feature.
VBD – Past tense verbs
PRT – Present tense verbs*
NN - Other nouns not nominalisations or gerunds*
NOMZ – Nominalisation
POMD – Possibility modals
VB – Verbs in base form
TO1 – Infinitives
JJ – Adjectives*
PRMD – Predictive Modals
PIN – Total prepositional phrases
DT – Determiners
VBN – Verbs with part participle
FPP1 – First person pronouns
SPP2 – Second person pronouns
QUPR – Quantifier pronouns
TPP3 – Third person pronouns
IN – Preposition or subordinate conjunction.
I hope that anyone who has done their own MDA might want to provide some pointers here. Many thanks in advance!
So far I am reading Rebecca Oxford. Need guidance on what to read for effective learning strategies in order to make my learners autonomous.
There sometimes appear to be a confusion between program evaluation and student assessment. In fact, some writers use the terms evaluation and assessment interchangeably. Are they different or the same?