Vol 3, No 3 (2018)

Articles

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

  Huan Buu Nguyen, An Hoai Nguyen

  • PDF (inglese)

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

  Ruel F. Ancheta

  • PDF (inglese)

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

  Yen-Chi Fan

  • PDF (inglese)

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

  Tuba Karagöz, Murat Şükür, Sevil Filiz

  • PDF (inglese)

• CAN WE HELP OUR STUDENTS WRITE BETTER?

  Ali Isik

  • PDF (inglese)

• THE USE OF DEBRIEFING IN THE LANGUAGE CLASSROOM

  Ethel Reyes-Chua

  • PDF (inglese)

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

  Ehsan Namaziandost, Fariba Rahimi Esfahani, Arash Hashemifardnia

  • PDF (inglese)

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

  Jesse John Lukindo

  • PDF (inglese)

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

  Kaili Liu

  • PDF (inglese)

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

  Behnam Behforouz, Hisham Ahmed Said Al Balushi

  • PDF (inglese)