Vol 3, No 3 (2018)

Articles

• TASK-BASED VOCABULARY INSTRUCTION AT A VIETNAMESE HIGH SCHOOL: STUDENTS’ PERCEPTIONS

  Huan Buu Nguyen, An Hoai Nguyen

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• READING ABILITY OF EFL LEARNERS: THE CASE OF LEVEL 3 STUDENTS OF GULF COLLEGE, OMAN

  Ruel F. Ancheta

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• REFLECTIONS ON PRACTITIONER RESEARCH: A CASE STUDY IN EFL READING INSTRUCTION

  Yen-Chi Fan

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• PRE-SERVICE EFL TEACHERS’ METAPHORICAL CONCEPTUALIZATIONS OF AN EFL TEACHER

  Tuba Karagöz, Murat Şükür, Sevil Filiz

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• CAN WE HELP OUR STUDENTS WRITE BETTER?

  Ali Isik

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• THE USE OF DEBRIEFING IN THE LANGUAGE CLASSROOM

  Ethel Reyes-Chua

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• THE EFFECT OF TEACHING PHONOLOGICAL RULES ON ENGLISH PRONUNCIATION AMONG IRANIAN PRE-INTERMEDIATE EFL LEARNERS

  Ehsan Namaziandost, Fariba Rahimi Esfahani, Arash Hashemifardnia

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• THE ROLE OF ENGLISH LANGUAGE TEACHER COLLABORATIONS IN EFFECTIVE CURRICULUM IMPLEMENTATION: A CASE OF SECONDARY SCHOOL TEACHERS IN TANGA REGION, TANZANIA

  Jesse John Lukindo

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• CULTURE IN EFL: USING AN ELF WRITING PROJECT TO FACILITATE CULTURE AND LANGUAGE LEARNING FOR LOW-PROFICIENCY COLLEGE EFL LEARNERS

  Kaili Liu

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• THE EFFECT OF TEACHING PUNCTUATION MARKS EXPLICITLY ON OMANI EFL LEARNERS WRITING ABILITIES

  Behnam Behforouz, Hisham Ahmed Said Al Balushi

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