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Journal articles on the topic 'Non-ESL'
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1
Milnes, Terry, and Liying Cheng. "Teachers' Assessment of ESL Students in Mainstream Classes: Challenges, Strategies, and Decision-Making." TESL Canada Journal 26, no. 1 (June 1, 2008): 49. http://dx.doi.org/10.18806/tesl.v26i1.129.
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Given the increasing numbers of ESL students in Canadian classrooms, this study investigated how teachers of mainstream classes assess the written work of ESL students and whether they use different assessment strategies for ESL versus non-ESL students. Interviews were conducted with seven mainstream teachers from a private high school in Ontario. Although within-school variation was evident in the participants' approaches to assessing the work of both ESL and non-ESL students, most participants modified their assessment strategies when marking the work of ESL students. This finding suggests a need for school-level discussions and structured professional development activities relating to assessing ESL students' work.
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Schleppegrell, Mary J. "Strategies for discourse cohesion." Functions of Language 3, no. 2 (January 1, 1996): 235–54. http://dx.doi.org/10.1075/fol.3.2.04sch.
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This article compares the frequency with which ESL and non-ESL writers use because clauses for three different discourse-pragmatic functions: to enhance a sentence with information relevant only to that sentence, to make a cohesive link with prior discourse, or to introduce new information which becomes the discourse topic. The ESL writers in this study use significantly more because clauses than non-ESL writers, especially locally relevant because clauses. Non-ESL writers typically create cohesive ties with prior or subsequent discourse when they use because. The article suggests reasons for these differences and draws pedagogical implications. This research affirms the importance in language acquisition studies of examining the functional distribution of syntactic structures and their relevance to global dimensions of text. As this study shows, language learners employ because clauses where more proficient writers use other constructions, making the distribution of because clauses significantly different in ESL and non-ESL writing.
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Ruvalcaba, Judith Gonzalez, Susan Welch, and Joan Carlisle. "ESL Versus Non-ESL Nursing Students' Perceptions of Incivility in the Clinical Setting." Journal of Nursing Education 57, no. 12 (December 1, 2018): 720–26. http://dx.doi.org/10.3928/01484834-20181119-04.
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Beckett, Gulbahar H., and Andrea Stiefvater. "Change in ESL Graduate Students’ Perspectives on Non-Native English-Speaker Teachers." TESL Canada Journal 27, no. 1 (December 18, 2009): 27. http://dx.doi.org/10.18806/tesl.v27i1.1028.
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This article discusses the findings of an ethnographic study that explored the perceptions of ESL graduate students toward non-native English-Speaker Teachers (NNESTs) in the United States, a little researched topic. Analysis of classroom observations and interviews with 12 ESL graduate students from various countries showed that international ESL graduate students were active agents capable of exercising their agencies in evaluations of NNESTs. Overall, students enjoyed having a non-native speaker as their ESL teacher, which suggests that NNESTs have the cultural capital necessary for teaching ESL center courses. The students also reported initial disappointment about the constraints of NNESTs and about their changed attitudes, which seemed to be connected to changes in their teachers’ confidence and effectiveness in classroom management. Suggestions for further research and practice are made.
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Shin, Sarah J. "Preparing non‐native English‐speaking ESL teachers." Teacher Development 12, no. 1 (February 2008): 57–65. http://dx.doi.org/10.1080/13664530701827749.
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RAMANATHAN, VAIDEHI, BRIAN MORGAN, and HELEN MOORE. "Non—Language Policies and ESL: Some Connections." TESOL Quarterly 41, no. 3 (September 2007): 573–83. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00089.x.
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Zheng, Ying, Liying Cheng, and Don A. Klinger. "Do Test Formats in Reading Comprehension Affect Second-Language Students' Test Performance Differently?" TESL Canada Journal 25, no. 1 (October 1, 2007): 65. http://dx.doi.org/10.18806/tesl.v25i1.108.
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Large-scale testing in English affects second-language students not only greatly but also differently than first-language learners. The research literature reports that confounding factors in such large-scale testing such as varying test formats may differentially affect the performance of students from diverse backgrounds. An investigation of test performance between ESL/ELD students and non- ESL/ELD students on the Ontario Secondary School Literacy Test (OSSLT) was performed to investigate whether test formats in reading comprehension affected the two groups differently. The results indicate that the overall pattern of difficulty levels on the three test formats were the same between ESL/ELD students and non-ESL/ELD students, except that ESL/ELD students performed substantially lower on each format and that more variability was found among ESL/ELD students. Further, discriminant analysis results indicated that only the multiplechoice questions obtained a significant discriminant coefficient in differentiating the two groups. The results suggest a lack of association between test formats and test performance.
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Rampton, M. B. H. "A non‐educational view of ESL in Britain." Journal of Multilingual and Multicultural Development 9, no. 6 (January 1988): 503–29. http://dx.doi.org/10.1080/01434632.1988.9994354.
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Minamisawa, Masatoshi, Jun Koyama, Ayako Kozuka, Takashi Miura, Tatsuya Saigusa, Soichiro Ebisawa, Hirohiko Motoki, Ayako Okada, Uichi Ikeda, and Koichiro Kuwahara. "Duration of myocardial early systolic lengthening for diagnosis of coronary artery disease." Open Heart 5, no. 2 (December 2018): e000896. http://dx.doi.org/10.1136/openhrt-2018-000896.
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ObjectiveMyocardial early systolic lengthening (ESL) duration is prolonged in patients with coronary artery disease (CAD). However, the relationship between the fractional flow reserve (FFR), the current gold standard for evaluating physiological myocardial ischaemia, and ESL has not been studied. The aims of this study were to investigate whether left ventricular (LV) ESL duration could identify patients with CAD, and to examine the relationship between FFR and LV ESL duration.MethodsIn this single-centre, cross-sectional, prospective study of 75 patients with suspected or known CAD, we performed two-dimensional speckle tracking echocardiography at rest on the day before coronary angiography or percutaneous coronary intervention. Apical 3 views were used to examine ESL duration, defined as time from onset of the Q wave to maximum myocardial systolic lengthening.ResultsThirty-five patients had non-significant stenosis. Forty patients with CAD underwent FFR testing: 17 had an FFR≥0.8 and 23 had an FFR<0.8. Global ESL duration was 20.9±22.2 ms in patients with non-significant stenosis, 36.4±23.2 ms in patients with FFR≥0.8 and 39.6±29.5 ms in patients with FFR<0.8 (p=0.020). However, global and regional ESL durations were not significantly correlated with FFR and demonstrated poor reproducibility.ConclusionAlthough myocardial ESL duration was significantly prolonged in patients with CAD compared with patients without CAD, ESL at rest showed poor reproducibility, and this new parameter did not predict FFR in patients with suspected CAD.
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Kasuma, Shaidatul Akma Adi. "ESL Learning via Facebook Among Science and Non-Science University Students." International Journal of Virtual and Personal Learning Environments 11, no. 2 (July 2021): 1–17. http://dx.doi.org/10.4018/ijvple.2021070101.
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This study examines science and non-science students' perceptions of the effects of Facebook on their ESL learning. A questionnaire was used to gather data from 631 university students in Malaysia. The findings suggest the science students' more positive views of Facebook for ESL learning compared to their non-Science counterparts, although the differences in percentages between the two groups are small. The science students perceived higher confidence and motivation to read, speak, and write in English, in online and offline environment, after being exposed to Facebook. The science students also indicated a higher level of English language proficiency compared to the non-science students, which may explain their better perceived confidence and willingness to use Facebook in ESL environment. The incorporation of Facebook as a social media should therefore be seen as facilitating a variety of preferred learning styles and strategies in boosting students' learning interest, improving their language abilities, and providing them with the best academic experience.
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Kotani, Katsunori, and Takehiko Yoshimi. "Prediction of General ESL Proficiency Considering Learners’ Dictation Performance." SHS Web of Conferences 102 (2021): 01003. http://dx.doi.org/10.1051/shsconf/202110201003.
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This study analyzes the extent to which dictation performance and linguistic features (linguistic difficulty of sentences during dictation) can predict general proficiency in English as a second language (ESL) learners. To this end, this study constructed a multiple linear and a non-linear regression models that predict general ESL proficiency (in which independent variables were the dictation performance scores and the linguistic features of sentences) and verified the correlation between the predicted and observed general ESL proficiencies. The results showed that general ESL proficiency could be predicted by dictation performance and linguistic features. Furthermore, the results indicated significant effects on dictation accuracy, sentence length, and mean word length.
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Berardo, Marcellino A., Baiba Šedriks, Geri Lamer, and Marina Greene. "Re-Envisioning ESL for Short-Term Programs." Issues in Language Instruction 8 (September 17, 2019): 26–37. http://dx.doi.org/10.17161/ili.v8i0.11832.
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ESL professionals have traditionally taught the four language skills, vocabulary, and grammar in Intensive English Programs (IEPs) to help incoming students satisfy the university’s ESL requirement. As international education continues to change, however, the ESL profession will need to re-conceptualize its role and make explicit its evolving relevance. IEPs and traditional ESL classes are not necessarily applicable to short-term programs, whose purpose is to give participants some experience at a US institution with a focus on a specific discipline or area of study. This paper demonstrates two ways ESL professionals re-envisioned their role at the university for short-term programs (STPs) by creating English courses for the international education experience. With linguistic and cultural guidance from the ESL instructors, participants in these English courses critically analyzed impactful observations, perceptions, ideas, or events from the STP and gave PowerPoint presentations at a program-wide conference on their analysis of one academic or non-academic concept or observation that had the most impact.
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Sanaoui, Razika. "Professional Characteristics and Concerns of Instructors Teaching English as Second Language to Adults in Non-Credit Programs in Ontario." TESL Canada Journal 14, no. 2 (June 26, 1997): 32. http://dx.doi.org/10.18806/tesl.v14i2.684.
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A survey was conducted to describe professional characteristics of instructors teaching English as a Second Language (ESL) to adults in non-credit programs in Ontario. This province-wide survey was the first data-gathering phase in a three-phase project leading to the establishment of a protocol and uniform standards for the certification of instructors teaching non-credit Adult ESL in Ontario. The study was initiated by the Teachers of ESL Association of Ontario (TESL Ontario) and conducted in collaboration with the Ontario Ministry of Education and Training. Findings provided detailed descriptions of professional characteristics of1,196 respondents, including their age and gender, educational backgrounds and professional qualifications, teaching experience, employment, conditions of employments, and opportunities for professional development. Professional issues of concern to the instructors and their recommendations for addressing these issues were also summarized.
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Younas, Muhammad, Muhammad Afzaal, Uzma Noor, Samina Khalid, and Swaleha Naqvi. "Code Switching in ESL Teaching at University Level in Pakistan." English Language Teaching 13, no. 8 (July 10, 2020): 63. http://dx.doi.org/10.5539/elt.v13n8p63.
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Code-switching (CS) is a communicative strategy used by ESL bilingual teachers to teach English as a second language to non-native English speakers. Based on quantitative analysis of transcribed data from thirty ESL teachers at Pakistani universities, the present study examined the influence of code switching (CS) on ESL learners in Pakistan, exploring in particular the impact of CS on and teacher attitude towards CS in ESL instruction. The findings of the study indicate significant use of code-mixing and frequency of mixing words, phrase and the smallest unit of one language into another language. Furthermore, the findings suggest that CS is frequently used by the ESL teachers. The study also highlights that common nouns are followed by proper nouns, adjectives, verbs and abbreviations, with the most significant words used during instantiation of CS in the data comprising lexical items, phrases, compound words, and encouraging words. Thus, this study suggests that CS is used to facilitate the comprehension and participation of the bilingual learners.
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Rautionaho, Paula, Sandra C. Deshors, and Lea Meriläinen. "Revisiting the ENL-ESL-EFL continuum: A multifactorial approach to grammatical aspect in spoken Englishes." ICAME Journal 42, no. 1 (March 1, 2018): 41–78. http://dx.doi.org/10.1515/icame-2018-0004.
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AbstractThis study focuses on the progressive vs. non-progressive alternation to revisit the debate on the ENL-ESL-EFL continuum (i.e. whether native (ENL) and nonnative (ESL/EFL) Englishes are dichotomous types of English or form a gradient continuum). While progressive marking is traditionally studied independently of its unmarked counterpart, we examine (i) how the grammatical contexts of both constructions systematically affect speakers’ constructional choices in ENL (American, British), ESL (Indian, Nigerian and Singaporean) and EFL (Finnish, French and Polish learner Englishes) and (ii) what light speakers’ varying constructional choices bring to the continuum debate. Methodologically, we use a clustering technique to group together individual varieties of English (i.e. to identify similarities and differences between those varieties) based on linguistic contextual features such as AKTIONSART, ANIMACY, SEMANTIC DOMAIN (of aspect-bearing lexical verb), TENSE, MODALITY and VOICE to assess the validity of the ENL-ESL-EFL classification for our data. Then, we conduct a logistic regression analysis (based on lemmas observed in both progressive and non-progressive constructions) to explore how grammatical contexts influence speakers’ constructional choices differently across English types. While, overall, our cluster analysis supports the ENL-ESL-EFL classification as a useful theoretical framework to explore cross-variety variation, the regression shows that, when we start digging into the specific linguistic contexts of (non-)progressive constructions, this classification does not systematically transpire in the data in a uniform manner. Ultimately, by including more than one statistical technique into their exploration of the continuum, scholars could avoid potential methodological biases.
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Lin, Jia. "Factors Related to EFL/ESL Readers' Reading Strategy Use." International Journal of Translation, Interpretation, and Applied Linguistics 1, no. 1 (January 2019): 31–42. http://dx.doi.org/10.4018/ijtial.2019010103.
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This Article systematically reviews the use of reading strategies among college-level English as a foreign/second language (EFL/ESL) learners and its relationship with two non-cognitive factors: gender and motivation. The author reviews empirical studies published from 2000 to 2017 in order to answer two research questions: (a) What gender disparities exist in college-level EFL/ESL learners' use of reading strategies? (b) How do motivation factors relate to college-level EFL/ESL learners' use of reading strategies? Findings indicate that: (1) motivation factors, including achievement goals, interest in reading, and self-efficacy, positively relate to reading strategy use. (2) gender has an influence on strategy use and female readers show higher use of reading strategies. (3) Interaction effects among factors exist. EFL/ESL learners' strategy use is shaped by multiple factors jointly.
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Hu, Min. "Toward the understanding of Chinese ESL writing." English Today 30, no. 1 (February 5, 2014): 55–59. http://dx.doi.org/10.1017/s0266078413000576.
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It is worth noting that an increasing number of international students, especially Chinese students, have been flooding into English-speaking countries such as the United Kingdom, the United States or Australia in pursuit of advanced knowledge and better academic environments. As ESL students are enrolling in writing courses in colleges and universities, teachers are confronted with problems that non-native speakers bring to the class when it comes to their academic writing. The problems are more serious than they appear to be. For one thing, according to Reid (1993: 774), there is a dramatic difference between native students and ESL students in ‘the needs, backgrounds, learning styles, and writing strategies’. For another, the situation becomes worse due to ‘considerable diversity even among ESL students in terms of language and cultural backgrounds, prior education, gender, age, and ESL language proficiency’ (Reid, 1993: 774). Although there is not a single solution which is effective in solving complex ESL issues, teachers would be in a better position to understand their ESL students' writing problems if they were to learn about the distinct nature of L2 writing shaped by linguistic and cultural differences. In this article, the author, who was once a Chinese ESL student in the USA and is now an EFL teacher in China, explores how English writing differs from Chinese writing and how these differences lead to Chinese ESL students' difficulty with English writing. This article is expected to increase ESL practitioners' awareness of the urgency for them to recognize and deal with these differences in order to teach L2 writers effectively, to treat them fairly and thus provide them with equal opportunities to achieve academic and professional success.
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Ishak, Mohd Faisal Farish Bin, and Abdul Ghani Abu. "Exploring TPACK domains of Malaysian non-option ESL teachers in an online flipped learning course through Blendspace." EduLite: Journal of English Education, Literature and Culture 3, no. 2 (September 2, 2018): 110. http://dx.doi.org/10.30659/e.3.2.110-124.
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The purpose of this paper is to explore teachers� Technological Pedagogical and Content Knowledge (TPACK) domains in planning digital tools-based activities. It discusses a small part of a major study that investigated Malaysian non-option ESL teacher�s flipped ESL instructional design of teaching and learning in their own classroom context. �Participants were involved in this case study. The miniscule analysis was done for a digital tool called Blendspace (a learning management system � LMS) in order to investigate teacher�s classroom activity plans. The digital tools introduced to the participants were meant to support their ESL flipped learning instructional design. Findings show that new input ameliorated the existing TK domain and made it developmental. This has resulted an improvised TPACK which I coined a term �Augmented TPACK� � an inclusive TPACK domains that consists of developmental TK and non-developmental PK and CK. Participants used Augmented TPACK to plan digital tools-based activity.
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Murphy, John M. "Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching." System 42 (February 2014): 258–69. http://dx.doi.org/10.1016/j.system.2013.12.007.
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Aluthman, Ebtisam Saleh. "The Impact of the Data-Driven Learning Approach on ESL Writers’ Citation Patterns." International Journal of English Linguistics 7, no. 6 (September 27, 2017): 109. http://dx.doi.org/10.5539/ijel.v7n6p109.
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This study reports the impact of the data-driven learning (DDL) approach on ESL Saudi writers’ general citation patterns that contribute to their general authorial voice. Specifically, the study examines the effects of the DDL activities on ESL writers’ use of integral and non-integral citation patterns based on Swales’ (1981, 1986, and 1990) modal of citation analysis and the extended scheme of classification set by Thompson & Tribble (2001). Guided use of both the Michigan Corpus of Upper-Level Student Papers (MICUSP) and WordandPhrase.info has been designed, implemented, and assessed with a representative sample of 32 ESL upper-intermediate and advanced writers in the Department of Translation in College of Languages at Princess Nourah bint Abul Rahman University (PNU). The effectiveness of the DDL activities in improving the writers’ use of the citation patterns in composition of assignments is measured via a repeated measure paired t test. The study evaluates writers' authorial voice in terms of their use of integral and non-integral citation patterns. The quantitative analysis reveals that participants’ integral patterns (n = 398) of citation significantly outnumbered non-integral patterns (n = 126). The verb-controlling pattern occurred the most (n = 320), constituting 61% of total citation patterns. Results of the paired sample t test reveals a significant statistical difference between participants’ performances before and after the integration of the DDL activities, with the mean value being increased from 2.285 to 3.778. These results inform pedagogical implications of the DDL approach in ESL writing. The conceptual framework implementing the DDL approach in the present study provides guidance for applying corpus-informed tools when designing writing activities for upper-intermediate to advanced ESL learners.
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Lightbown, Patsy M. "What's an ESL Teacher Good For?" TESL Canada Journal 3 (August 26, 1986): 01. http://dx.doi.org/10.18806/tesl.v3i0.990.
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While ESL teachers often must play many roles, their fundamental task is to help learners progress in their ability to use English. In this paper, the ESL teacher's role as a language teacher is explored and five specific areas of responsibility are elaborated: (I) Providing comprehensible input; (2) Preparing learners to cope with non-classroom language; (3) Providing references and resource materials and guidance as to their use; (4) Providing focused instruction in particular areas of language or language use; (5) Providing corrective feedback under certain conditions.
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Chakma, Urmee. "Fitting In and Fighting Out." Exchanges: The Interdisciplinary Research Journal 8, no. 1 (October 29, 2020): 19–39. http://dx.doi.org/10.31273/eirj.v8i1.602.
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This study explores and problematises the various challenges six non-native English-Speaking Teachers (NNESTs) faced in the ESL teaching profession. The purpose of this study was to increase an in-depth understanding of non-native English speaking teachers in terms of their perceived and actual employability, students’ perceptions of them, and the discriminatory practices they are often reported to be subjected to in the ESL industry in Australia. The number of international students studying ESL at Australian language centres has increased significantly in recent years and a concurrent increase in trained NNESTs seeking employment in these centres necessitates this study. The findings revealed that the participants still face challenges to some extent in the ESL teaching profession in Melbourne and their teaching approaches are impacted by their linguistic and educational experiences. The study also found that, contrary to popular belief, NNESTs do not use the so-called ‘traditional’ teaching approaches while teaching, despite their own learning of English through such approaches. As well, far from seeing it as a disadvantage, these teachers often utilise their non-native status as a positive source of inspiration to encourage ‘non-native’ students in the classroom. As data in the study indicates, the participants’ pedagogical approaches have been influenced by their past linguistic, educational, and cultural experiences, this understanding will help these programs become better attuned to teachers’ experiences and backgrounds and encourage NNES future teachers to examine their varied experiences in relation to theories of language acquisition, language teaching and curriculum design.
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Mandokhail, Shugla, Fouzia Rehman Khan, and Mehwish Malghani. "Impact of ESL Learners’ Self-Esteem on Their Oral Proficiency." International Journal of English Linguistics 8, no. 3 (February 10, 2018): 210. http://dx.doi.org/10.5539/ijel.v8n3p210.
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This study attempted to investigate the relationship between ESL learners’ Oral proficiency and their level of Self-esteem. The sample consisted of 30 students of Master studying English language at SBK Women’s University Quetta Baluchistan. The data were gathered through two instruments: Rubric for ESL Oral Proficiency along with voice recording and the Rosenberg (1965) Self-esteem Scale. The technique applied was non participant controlled observation. To determine the relationship between ESL learners’ Oral proficiency and their level of Self-esteem, correlational analysis was employed quantitatively. The findings revealed a significant positive relationship between the two variables and asserted Krashen’s Affective Filter Hypothesis that an imaginary barrier of affective factors in learner prevents the learner from acquiring the target language.
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Dziubata, Zoriana. "Distance English as a Second Language Teaching in Synchronous-Asynchronous Learning Environment." Педагогічний дискурс, no. 28 (May 7, 2020): 7–12. http://dx.doi.org/10.31475/ped.dys.2020.28.01.
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The paper covers the problem of distance learning of English as a Second Language (ESL) in higher agro-technical educational institutions in Ukraine. Integration of distance ESL learning into the educational process in higher agro-technical educational institutions has been considered from the perspective of its current inevitability due to the COVID-19 quarantine. The most effective ways of implementing online learning of ESL into the curricula have been discussed. Synchronous and asynchronous learning have been considered. Having analyzed the forms of online teaching as well as the requirements for their implementation, teaching the approved course materials online in multiple environment (combined synchronous and asynchronous learning) has been defined to be the most effective one. The authors’ experiences in designing and teaching synchronous and asynchronous distance learning ESL classes for non-linguistic specialties in higher agro-technical educational institutions provide an insight into the characteristics, benefits, and limitations of these two modes of distance learning. Effective synchronous distance learning classes can be modeled according to the teaching style and course materials used in traditional classes through use of the Internet. Asynchronous distance learning classes require quite a different model built around provided course materials and short «lectures» delivered via streaming audio and graphics. However, lecturing cannot provide effective interaction, which is vital in ESL learning. Thus, the approach must be significantly redefined and multiple environment should be created for delivering effective distance learning ESL classes.
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Saaty, Ahdab. "The Rhetoric of Twitter in Terms of the Aristotelian Appeals (Logos, Ethos, and Pathos) in ESL/EFL Educational Settings." English Language Teaching 13, no. 5 (April 27, 2020): 115. http://dx.doi.org/10.5539/elt.v13n5p115.
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The article argues that the Aristotelian appeals (logos, ethos, and pathos) can be taught through the use of Twitter as an educational tool to build connections between everyday informal writing on social media and academic writing. It highlights the utilization of Twitter in English second/foreign language (ESL/EFL) educational settings for supporting learners’ rhetorical awareness and understanding of different writing genres. The main purpose of this article is to provide pedagogical implications and future research potentials on the use of Twitter in ESL/EFL educational settings. The Aristotelian appeals are discussed as the framework for the analysis of Twitter’s content in ESL/EFL educational contexts. In this regard, this research question is addressed: How can Twitter serve as a tool for teaching the fundamentals of writing competency in terms of the Aristotelian appeals (logos, ethos, and pathos) in ESL/EFL educational settings? To explore the current state of research and inform future studies, the researcher reviews selected academic articles on the use of Twitter in ESL/EFL language classes. All articles were accessed using Google Scholar, ERIC, and ProQuest databases. The researcher examines empirical studies published in peer-reviewed journals as well as non-empirical studies. This article addresses Twitter users’ constructions of logos, ethos, and pathos, and presents some of the accessible characteristics of Twitter. Also, it briefly provides pedagogical implications of understanding the Aristotelian appeals through Twitter in ESL/EFL educational contexts that can support the teaching and learning processes. Lastly, the researcher proposes potential research directions for Twitter use in ESL/EFL educational settings.
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Pillai, Adeena Deepa Ramakrishna, and Shamala Paramasivam. "Miscue Analysis of Oral Reading Among Non-Proficient Malaysian ESL Learners." Journal of English Language and Literature 2, no. 2 (October 30, 2014): 179–85. http://dx.doi.org/10.17722/jell.v2i2.34.
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Reading is a vital skill. Research has shown that proficient learners usually have a greater comprehension of the reading material. This study focuses on non-proficient learners’ oral reading as a direct method of assessing their reading ability. Miscue analysis is used as a tool to gather information and measure strategies used in reading and comprehending a given material. The study investigates the types and frequencies of miscues made by learners when they orally read texts and assesses learners’ comprehension based on the oral reading through the use of multiple-choice questions. The number of miscues made and the scores for the multiple choice questions are patterned using Microsoft Excel program and are converted into percentages. This study found that when the number of miscues made by the learners reduced during the oral reading process, the scores on the comprehension section did not necessarily improve. The types of miscues made by learners were omission of words namely plural and past-tense endings of verbs, substitution of words such as the pronoun ‘she’ with ‘he’, and hesitation especially with complex words. The findings imply that learners have language problems in grammar, vocabulary, pronunciation, and the use of reading strategies.
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Pillai, Adeena Deepa Ramakrishna, and Shamala Paramasivam. "Miscue Analysis of Oral Reading Among Non-Proficient Malaysian ESL Learners." Journal of English Language and Literature 2, no. 2 (November 13, 2014): 179. http://dx.doi.org/10.17722/jell.v2i2.78.
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Johnson, Karen E. "The Relationship between Teachers' Beliefs and Practices during Literacy Instruction for Non-Native Speakers of English." Journal of Reading Behavior 24, no. 1 (March 1992): 83–108. http://dx.doi.org/10.1080/10862969209547763.
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A Multidimensional TESL Theoretical Orientation Profile, consisting of an Ideal Instructional Protocol, a Lesson Plan Analysis Task, and a Beliefs Inventory, was created to determine the extent to which 30 English-as-a-second-language (ESL) teachers possess theoretical beliefs about second-language learning and teaching which reflect the methodological divisions of skill-based, rule-based, and function-based approaches toward second-language teaching. The results suggest that the majority of these teachers possess clearly defined theoretical beliefs which consistently reflect one particular methodological approach. To determine the extent to which ESL teachers' instructional practices are consistent with their theoretical beliefs, three secondary-level ESL teachers identified as having different theoretical orientations were observed during literacy instruction. Careful analysis of transcribed classroom observations revealed that literacy instruction for non-native speakers of English was consistent with each teacher's theoretical orientation. Overall, these results support previous research which recognizes the importance of teachers' theoretical beliefs on instructional practices within literacy contexts. Pedagogical implications for the field of second-language teacher education are discussed.
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Lee, Eun Jeong (Esther). "International and American Students' Perceptions of Informal English Conversations." Journal of International Students 6, no. 1 (January 1, 2016): 14–34. http://dx.doi.org/10.32674/jis.v6i1.394.
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This study investigated international and American students’ perceptions of structured but informal English conversations with each other. American and international students perceived the effects of these conversations differently. While the international students claimed increased linguistic and cultural competence, the Americans identified cultural exchange as the main benefit: they shared their own cultures and experiences and learned more about their conversation partners’ home countries. Both sets of participants associated these benefits with a non-threatening and non-judgmental atmosphere and emphasized the importance of comfort and friendship. Understanding these expectations and assessments can help ESL program administrators design effective informal conversation programs, and help identify opportunities for ESL improvement outside of formal coursework.
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Strucker, John. "Adult ESL: Politics, pedagogy, and participation in classroom and community programs. Trudy Smoke (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. 337." Applied Psycholinguistics 22, no. 1 (March 2001): 129–31. http://dx.doi.org/10.1017/s0142716401211072.
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This anthology consists of 20 chapters contributed by 25 authors and coauthors; its articles are divided into three sections corresponding to the title categories: politics, pedagogy, and participation. As Trudy Smoke states in the preface, “I decided to use the term adult ESL in its broadest sense – non-native speaking adults who participate in ABE (adult basic education), community college, or senior college programs” (p. ix). However, about 75% of the articles are written from a community college or senior college perspective, with a focus on intermediate-level or above English language learners. There is nothing inherently wrong with this; in fact, it may be inevitable that college ESL teachers are more likely to be able to write articles than their ABE colleagues, who are among the most overworked and underpaid teachers in U.S. education. Smoke notes briefly that some ESL students in ABE programs eventually enroll in community and senior colleges, but for the most part the reader is left having to infer how the insights of college ESL practice and research might apply to teachers in community-based ABE programs in ESL. A more extended discussion of the similarities and differences between ABE and college-based learners would have made the book more useful, especially for new teachers or other readers not familiar with the field.
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Gries, Stefan Th, and Sandra C. Deshors. "EFL and/vs. ESL?" International Journal of Learner Corpus Research 1, no. 1 (March 23, 2015): 130–59. http://dx.doi.org/10.1075/ijlcr.1.1.05gri.
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The study of learner language and that of indigenized varieties are growing areas of English-language corpus-linguistic research, which are shaped by two current trends: First, the recognition that more rigorous methodological approaches are urgently needed (with few exceptions, existing work is based on over-/under-use frequency counts that fail to unveil complex non-native linguistic patterns); second, the collective effort to bridge an existing “paradigm gap” (Sridhar & Sridhar 1986) between EFL and ESL research. This paper contributes to these developments by offering a multifactorial analysis of seventeen lexical verbs in the dative alternation in speech and writing of German/French learners and Hong Kong/India/Singapore English speakers. We exemplify the advantages of hierarchical mixed-effects modeling, which allows us to control for speaker and verb-specific effects, but also for the hierarchical structure of the corpus data. Second, we address the theoretical question of whether EFL and ESL represent discrete English varieties or a continuum.
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Kesevan, Hema Vanita, Noor Alhusna Madzlan, and Kaaminy Kanapathy. "Native and Non-native English Teachers’ Classroom Ideologies and its Implementation in ESL Classroom." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 158. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.158.
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The global spread of English language has led many classrooms in the post-colonial contexts that teach English as a second and foreign language to pursue a perpetual belief that native English teachers have different teaching ideologies and practices compared to non-native teachers. Although teachers’ ideologies are deemed to be influential in shaping their classroom pedagogical practices, not many studies have examined teachers’ ideologies and its actual implementation in classroom pedagogical practices. Many past studies in this area have focused either on teachers’ classroom beliefs or classroom practices. Thus far, there is no any empirical evidence that supports the existing belief that native and non-native English teachers pursue different teaching ideologies and practices. Thus, this study seeks to understand whether as suggested, the native and non-native English teachers pursue different teaching ideologies and practices in Malaysian ESL classroom context. This study provides insights and empirical evidences into teaching ideologies and actual classroom pedagogical practices of teachers in Malaysian ESL classroom context.
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Aiusheeva, Marina, and Laode Muhammad Firman Guntur. "Exploring the Strategies of Raising Motivation among ESL students in a non-English speaking context." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 3 (October 15, 2019): 452–64. http://dx.doi.org/10.34050/els-jish.v2i3.7509.
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Motivation, undoubtedly, plays a very crucial role in any learning process including second and foreign language learning. Such cruciality positions the maintaining and motivation raising in the integral part of learning and more so in the currently growing and more technologically advanced learning environments. This paper conceptually discussed the motivation raising strategies which have been employed toward English as second language (ESL) learners in two different dimensions, which are those strategies which depend on the role of an ESL teacher (i.e. pedagogical and material selection) and those which do not (i.e. parents, school institutions, media, and gender difference). Despite the existence of other external factors, we argue that teacher plays the decisive role on ESL learners’ motivation. From the critical review and more extended discussion, it is found that teacher’s awareness toward the cruciality of students’ motivation influences the strategies used by the teachers in order to raise motivation. The paper also re-emphasises the urgent needs for a more learner-centred learning as it is believed to have positive impact for learners’ motivation. This paper concludes by highlighting the significant contributions of the insights discussed within this study, especially for ESL teaching practitioners.
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Colombo, Maddalena. "Policy Against Drop-out in Italy." Central European Journal of Educational Research 1, no. 1 (October 1, 2019): 1–9. http://dx.doi.org/10.37441/cejer/2019/1/1/3340.
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In this essay I set out the current situation of Early School Leaving (ESL) in Italy by considering both data provided by institutional sources (national and international) and a review of the most recent contributions from the educational work that have been done intensively to fight against ESL over the last 20 years. I will argue that the way followed so far will not lead to surprising results, due to deep and structural persisting factors of inequality. After a short overview on the position of Italy in the European rankings, the article recalls the main interventions that took place in the country by different investors (public and non-public), setting up a multiplicity of fragmented macro-politics. Then I will look at the mechanisms of differentiation and unequal distribution of educational opportunities and I will conclude with suggestions on how to make the fight against ESL more efficient and forward-looking.
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Asgher, Tahira, Aisha Ilyas, and Iram Rubab. "LEARNERS’ PERCEPTIONS OF NONVERBAL COMMUNICATION OF ESL TEACHERS." Humanities & Social Sciences Reviews 9, no. 3 (June 5, 2021): 754–63. http://dx.doi.org/10.18510/hssr.2021.9374.
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Purpose of the Study: The purpose of this research is to investigate the perceptions of the learners about the use of the non-verbal language of teachers in an ESL class. This study aims to highlight the role played by non-verbal language in the class by raising awareness about the importance of gestures, physical appearance, and paralinguistic features of the English teachers.
Methodology: This research employs a mixed methodology. A questionnaire, consisting of 37 close-ended questions is used to record the views of the learners about the use of the non-verbal language of their English teachers. Moreover, qualitative interviews are conducted to find out the learners’ opinion and their awareness concerning the use of non-verbal language by their English teachers.
Main Findings: The findings indicate that learners hold a positive attitude towards the teachers who use NVL more frequently. Respondents say that they feel more motivated and interested in the class when the teacher looks at us more frequently and move in the class. According to Neuro-linguists, learning of the language can be enhanced by a drastic level if the teacher can grasp the visual attention of the students while oral communication. Therefore, it is to conclude that learners consider the non-verbal language along with paralinguistic features, extremely constructive in the ESL classroom. They find it encouraging and it aids them in comprehending the content.
Application of this Study: The current research will help the practicing language teachers to upgrade their oral communication skills by incorporating the nonverbal cues productively in their classrooms. Furthermore, teacher trainers can make their trainees aware of the importance of the nonverbal part of communication in the ESL classroom either informal lectures or pragmatic preparation.
Novelty/ Originality of this study: This study is unique in the sense that it focuses on the role played by the Non-verbal language particularly in the class where English is taught as a second language. It unveils how the integration of nonverbal language along with oral communication can make English language classroom more industrious and productive.
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Kamaruddin, Siti Faridah, Ting Hie Ling, and Aisyah Nazamud-Din. "Language Learning Motivation: A Comparative Study between English and Mandarin Language Learners." International Journal of Modern Languages And Applied Linguistics 4, no. 3 (August 1, 2020): 27. http://dx.doi.org/10.24191/ijmal.v4i3.9499.
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English as a Second Language (ESL) is a term which is broadly used in Malaysia’s educational system. Mandarin, on the other hand, is only used among Chinese community and not many non-Chinese know and use Mandarin language as their communication tools among themselves. However, due to the rapid development of economy in China, the interest in Mandarin language learning is becoming prominent. In Malaysia, a country which has developed a tight diplomatic and economic relationship with China since 1976, the interest in learning Mandarin as a Foreign Language (MFL) among the non-Chinese learners is also growing where there is a quantum leap of Mandarin learners at tertiary level (Teow, Ismail, Foo & Ho, 2016). Students in Universiti Teknologi MARA (UiTM) are offered with both English as a Second Language (ESL) and Mandarin as a Foreign Language (MFL) courses. It means that students must learn English and Mandarin simultaneously especially for Diploma students and Degree students. Understanding how the motivation to learn each language might vary within a certain socio-political context is worth exploring, as it may help lecturers working within that context to motivate their students to learn the language more effectively. Moreover, it is reasonable to assume that the different languages learned might trigger different emotional responses from learners (Humphreys & Spratt. 2008). In relation to this, it is important to examine the differences of students’ ESL and MFL learning motivation. This study employed a quantitative research design which emphasized on data collection from students who studied ESL and MFL.
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Bаbushkо, Svіtlаnа, and Liudmyla Solovei. "Peculiarities of esl learning by adults in non-formal and informal education." ScienceRise: Pedagogical Education, no. 6 (14) (June 30, 2017): 23–29. http://dx.doi.org/10.15587/2519-4984.2017.105514.
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Sheorey, R. "Error perceptions of native-speaking and non-native-speaking teachers of ESL." ELT Journal 40, no. 4 (October 1, 1986): 306–12. http://dx.doi.org/10.1093/elt/40.4.306.
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Gilquin, Gaëtanelle. "Light verb constructions in spoken L2 English." Corpus-based Approaches to Spoken L2 Production 5, no. 2 (September 24, 2019): 181–206. http://dx.doi.org/10.1075/ijlcr.18003.gil.
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Abstract Light verb constructions (LVCs), that is, combinations like take a walk or make a choice, are often claimed to be problematic for non-native speakers of English. In this paper, spoken data from the Trinity Lancaster Corpus are used to explore the use of these constructions across different sections of the corpus, representing different proficiency levels (from lower intermediate to upper advanced) as well as different types of acquisitional contexts, namely English as a Foreign Language (EFL) and English as a Second Language (ESL). The results of the study reveal a tendency towards an increased frequency of LVCs, as well as more complex and abstract uses, as we move from an intermediate to an advanced level and from an EFL to an ESL context. For the EFL speakers, this development corresponds to a better approximation to native English. For the ESL speakers, on the other hand, LVCs seem to have become ‘constructional teddy bears’, used more often than by the native speakers themselves.
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Talmy, Steven. "Forever FOB." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 14, no. 2-3 (June 1, 2004): 149–72. http://dx.doi.org/10.1075/prag.14.2-3.03tal.
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Employing a conceptual framework informed by theories of cultural production (Lave & Wenger 1991; Levinson & Holland 1996; O’Connor 2003; Willis 1977, 1981), and using notions of linguicism (e.g., Skutnabb-Kangas 2000) and identity “markedness” (Bucholtz & Hal 2004), I examine how an ESL subject position is locally produced by adolescents of Asian and Pacific Islander descent in one high school classroom. Arguing that “ESL” in this context signifies an exoticized cultural and linguistic Other – what some students refer to as “FOB” (“fresh off the boat”) – I analyse a series of classroom interactions in which long-term “generation 1.5” ESL students resist being positioned as FOB, first by challenging their teacher’s positioning, and second, by positioning a newcomer classmate as FOB, instead. While they thereby relationally distinguish themselves as “non-FOB,” these students’ actions reproduce the same linguicism they had ostensibly been resisting. I conclude by considering ways that the reproduction of linguicism might somehow be interrupted.
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Deshors, Sandra C. "A case for a unified treatment of EFL and ESL." English World-Wide 35, no. 3 (October 10, 2014): 277–305. http://dx.doi.org/10.1075/eww.35.3.02des.
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This multifactorial corpus-based study focuses on dative alternation constructions (Mark gave his daughter a gift versus Mark gave a gift to his daughter) and contrasts 1,313 give occurrences in ditransitive and prepositional dative constructions across native, learner (EFL) and world (ESL) Englishes. Using cluster analysis and regression modeling, I analyze how grammatical contexts constrain syntactic choices in EFL and ESL and how speakers with different instructional backgrounds develop different variation patterns in their own English variety. The regression model reveals that the English variety factor accounts significantly for syntactic variation. In addition, the study identifies a prototypical prepositional dative construction in non-native English, which serves as a default construction for learners in more complex grammatical contexts. This study stresses the importance of reaching beyond structural linguistic differences by investigating processing (dis)similarities between EFL and ESL and shows the usefulness of a cognitive theoretical framework as a unified approach to cross-varietal variation.
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Thao, Tran Quoc. "Non-English majors’ employment of autonomous English lexical learning strategies." SOCIAL SCIENCES 10, no. 1 (June 30, 2020): 43–54. http://dx.doi.org/10.46223/hcmcoujs.soci.en.10.1.540.2020.
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The lexicon is one of the most core elements in a language system, so acquiring/learning it is a must-do job for ESL/EFL learners. Nevertheless, whether ESL/EFL learners can employ English lexical learning strategies (LLS) autonomously or not has concerned researchers and educators in different contexts. This study, therefore, endeavors to explore the use of autonomous English LLS by non-English majors at a technical Ho Chi Minh City-based university in Vietnam. It involved 200 students in answering a closed-ended questionnaire and ten students in semi-structured interviews. The results revealed that research participants sometimes utilized LLS autonomously in English language learning. Among five groups of autonomous English LLS, participants sometimes tended to use more determination strategies than other groups of social, cognitive, and metacognitive strategies and memory strategies. Additionally, the results showed that females utilized English LLS more autonomously than males. The findings imply that technical students, especially male students, seemed not to focus much on English LLS.
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Sivell, John. "ESL or EFL, Same or Different? - The Question of Professional Roles." TESL Canada Journal 4, no. 1 (October 26, 1986): 13. http://dx.doi.org/10.18806/tesl.v4i1.493.
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It is readily agreed that appropriate teaching methods and classroom materials can vary widely between ESL (for instance in Anglophone Canada) and EFL (in a non-Anglophone environment abroad). However, this article suggests that additional changes between the two domains also exist: ESL instructors moving into EFL overseas will often find their role as language teaching professionals considerably modified, in terms of their politico-cultural impact, their professional prominence, and their psychological security. Adaptation to such changes - both for maximized effectiveness and satisfaction abroad, and for greatest long-term growth after returning home-depends on clear-sighted expectation and comprehension of the demands of these challenging but rewarding new experiences.
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Ghanem, Romy, and Okim Kang. "ESL students’ reverse linguistic stereotyping of English teachers." ELT Journal 75, no. 3 (April 19, 2021): 330–40. http://dx.doi.org/10.1093/elt/ccab011.
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Abstract Reverse linguistic stereotyping (RLS) has been shown to affect students’ attitudes towards non-native teachers as well as their performance and retention of information. This study investigates ESL students’ preconceived ideas about non-native English teachers. Seventy-one students enrolled in an intensive English programme at a southwestern university in the United States listened to two speech samples produced by an advanced non-native speaker. Using a matched guise technique, students were led to believe that there were two speakers: a Caucasian teacher and an East Asian one. Students showed proclivity to RLS as measured by their speech evaluations, their comprehension scores, and their teaching competence ratings. These findings help better understand learners’ perceptions of language proficiency and teaching competence of a non-native teacher in the context of globalization.
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Ahmed, Md Kawser. "Pedagogy in Speaking: Challenges Addressed by Teacher-Student in the ESL Context." International Journal of Applied Linguistics and English Literature 7, no. 3 (May 1, 2018): 97. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.97.
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Teaching speaking is perhaps one of the major challenges for teachers teaching in English as a Second Language (ESL) classroom environment. Like writing, speaking is not linear and easy approach to ensure the best utilization among learners. Since speaking is a real life event and face to face conversation, it needs more sophisticated care, practice oriented session for the students and effective means to implement it in the ESL situation. Even language experts often grope to outline effective and mediocre way to help learners have a good understanding in speaking. This paper attempts to delineate the focal points where teachers and students face problems in teaching and learning speaking. It immensely chalks out with methodological study, qualitative data analysis and the underlining factors ESL teachers face enormously in the pedagogy of speaking for second language learners. My paper will outline the pedagogical tenets of speaking in the realistic non-native set ups and diagnose the impediments faced by learners when they are supposed to speak and by teachers when they teach speaking for their students.
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Schneider, Gerold, and Gaëtanelle Gilquin. "Detecting innovations in a parsed corpus of learner English." Linguistic Innovations 2, no. 2 (October 14, 2016): 177–204. http://dx.doi.org/10.1075/ijlcr.2.2.03sch.
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In research on L2 English, recent corpus-based studies indicate that some non-standard forms are shared by indigenized (ESL) and foreign (EFL) varieties of English, which challenges the idea of a clear dichotomy between innovation and error. We present a data-driven large-scale method to detect innovations, test it on verb + preposition structures (including phrasal verbs) and adjective + preposition structures, and describe similarities and differences between EFL and ESL. We use a dependency-parsed version of the International Corpus of Learner English to automatically extract potential innovations, defined as patterns of overuse compared to the British National Corpus as reference corpus. We measure overuse by means of collocation measures like O/E or T-score, and compare our results with similar results for ESL. In both quantitative and qualitative analyses, we detect similarities between the two varieties (e.g. discuss about) and dissimilarities (e.g. accuse for, only distinctive for EFL). We report more verb/adjective + preposition combinations than previous studies and discuss the roles of analogy and transfer.
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Smart, Jonathan. "The role of guided induction in paper-based data-driven learning." ReCALL 26, no. 2 (February 19, 2014): 184–201. http://dx.doi.org/10.1017/s0958344014000081.
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AbstractThis study examines the role of guided induction as an instructional approach in paper-based data-driven learning (DDL) in the context of an ESL grammar course during an intensive English program at an American public university. Specifically, it examines whether corpus-informed grammar instruction is more effective through inductive, data-driven learning or through traditional deductive instruction. In the study, 49 participants completed two weeks of ESL grammar instruction on the passive voice in English. The learners participated in one of three instructional treatments: a data-driven learning treatment, a deductive instructional treatment using corpus-informed teaching materials, and a deductive instructional treatment using traditional (i.e., non-corpus-informed) materials. Results from pre-test, post-test, and delayed post-test indicated that the DDL group significantly improved their grammar ability with the passive voice, while the other two treatment groups did not show significant gains. The findings from this study suggest that in this learning context there are measurable benefits to teaching ESL grammar inductively using paper-based DDL.
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Jose, Kshema. "Using Online Texts to Build Independent Readers in ESL Classrooms." International Journal of English Language Teaching 8, no. 2 (September 27, 2021): 10. http://dx.doi.org/10.5430/ijelt.v8n2p10.
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Studies with proficient users of English suggest that readers demonstrate deeper comprehension of texts when reading non-linear hypertexts than when reading linear texts. This is attributed to the networked nature of texts that helps readers exercise cognitive flexibility. An aspect that remains largely unresearched is the potential of linear online texts to facilitate comprehension in readers who are non-proficient users of English. Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated the interactive effects of two salient features of online texts, viz., non-linearity in the presentation of text and the availability of additional sources of information, on the reading comprehension of ESL readers. Two groups of readers with high and low levels of English proficiency read twelve texts on familiar and unfamiliar topics in print, linear online, and non-linear online modes. A comparison of readers’ responses to comprehension questions and free recalls showed that those with low linguistic competence and/or topic familiarity were able to achieve better comprehension of linear online texts than print texts or non-linear online texts. The findings indicate that text linearity when combined with the presence of multiple information resources (both provided by the author within the text and freely available on the internet) might have the potential to scaffold linguistic and content knowledge deficits in ESL readers and promote deep levels of comprehension.
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Theng, Quek Soh, and Mei Yuit Chan. "Is that Different from the?" Journal of Studies in Education 10, no. 3 (June 17, 2020): 1. http://dx.doi.org/10.5296/jse.v10i3.15158.
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English is a language with overt morphological representations of articles. On the other hand, Malay and Mandarin Chinese have none. In Malaysia, pupils are exposed to English articles as early as four years old. Despite early exposure, articles, or the definite article the specifically, appear to be a marked grammatical property for Chinese-speaking and Malay-speaking learners, two languages without articles. Based on the Fluctuation Hypothesis and Article Choice Parameter, this study seeks to investigate and compare the role of first language (L1) transfer on the article acquisition of the 77 L1 Chinese and 116 L1 Malay ESL learners, who were teacher trainees recruited from three teachers’ training institutes in Malaysia. The respondents were tested utilising a production task and a comprehension task. The statistical analyses of the participants’ performance revealed that only the advanced and intermediate groups of both L1 Chinese and L1 Malay ESL learners registered clear distinctions between the usage in the ‘Unique and salient’ and ‘Unique and non-salient’ categories and that usage in the ‘Non-unique’ category. The high accuracy rates suggest that L1 lexical transfer contributed to the positive performance by the ESL learners. The advanced and intermediate L1 Chinese and L1 Malay learners continuously interpreted the singular definite descriptions as referring to uniquely immediate salient entities similar to the demonstrative descriptions, making interpretations of the and that seemed similar.
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Saito, Hiroko. "Teachers' Practices and Students' Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners." TESL Canada Journal 11, no. 2 (June 26, 1994): 46. http://dx.doi.org/10.18806/tesl.v11i2.633.
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The first part of this study investigated the fit between teachers' practices and students' preferences for feedback and the students' strategies for handling feedback on their written work. The second part of this study focused on students' perception of "thinking prompts" for their writing, an innovative approach used in their ESL writing classes, following Bereiter and Scardamalia's idea of "procedural facilitation" (1987). Thirty-nine students in ESL intensive courses and an ESL Engineering writing class were asked to fill out a questionnaire concerning feedback and thinking prompts. In addition, three classes were observed to see how each teacher used feedback and thinking prompts in their classes and for responding to students' writings. The results show that students preferred teacher feedback (teacher correction, teacher correction with comments, error identification, commentary, teacher-students conferencing) to non-teacher feedback (peer correction and self correction), though the three teachers used non-teacher feedback frequently in their classes. These students' strategies for handling feedback varied depending on the type of feedback each teacher gave on the student's paper. Among the thinking prompts, students found the rule prompt most useful and the LUL2 comparison prompt least useful. The results suggest that the extent to which the thinking prompts are integrated in the class and students conceptualize them is reflected in their attitudes toward thinking prompts.