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Journal articles on the topic 'TESOL'

To see the other types of publications on this topic, follow the link: TESOL.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Berardo, Marcellino. "Rethinking our Practice and Choosing a Topic for TESOL International Association 2014 and MIDTESOL 2013." Issues in Language Instruction 2 (June 1, 2013): 2. http://dx.doi.org/10.17161/ili.v2i0.6951.

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A key reason for launching ILI at AEC is to help us rethink our practice and improve professionally through the exchange of ideas, techniques, materials, assessments, reflections, and so on. This supplement offers ways to think about practicing and interpreting TESL within the framework of TESOL International Association 1 and MIDTESOL. TESOL’s framework consists of three parts: (a) Interest Sections, (b) Content Areas, and (c) types of sessions. TESOL also has conference themes that we can use to help us reimagine our practice. Similarly, MIDTESOL has conference themes and session types but unlike the international organization, MIDTESOL does not require interest section affiliation and does not categorize presentations according to content area.

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2

Berardo, Marcellino. "Rethinking our Practice and Choosing a Topic for TESOL International Association 2014 and MIDTESOL 2013." Issues in Language Instruction 2, no. 2 (June 1, 2013): 2–5. http://dx.doi.org/10.17161/ili.v2i2.6951.

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A key reason for launching ILI at AEC is to help us rethink our practice and improve professionally through the exchange of ideas, techniques, materials, assessments, reflections, and so on. This supplement offers ways to think about practicing and interpreting TESL within the framework of TESOL International Association 1 and MIDTESOL. TESOL’s framework consists of three parts: (a) Interest Sections, (b) Content Areas, and (c) types of sessions. TESOL also has conference themes that we can use to help us reimagine our practice. Similarly, MIDTESOL has conference themes and session types but unlike the international organization, MIDTESOL does not require interest section affiliation and does not categorize presentations according to content area.

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3

Aldridge, Charlotte Groff. "TESOL '91." IALLT Journal of Language Learning Technologies 24, no. 2 (April 15, 1991): 79–82. http://dx.doi.org/10.17161/iallt.v24i2.9429.

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4

Stone, LeeAnn. "TESOL '92." IALLT Journal of Language Learning Technologies 25, no. 2 (April 15, 1992): 51–54. http://dx.doi.org/10.17161/iallt.v25i2.9468.

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5

SILBERSTEIN, SANDRA. "“Theorizing” TESOL." TESOL Quarterly 42, no. 2 (June 2008): 299–302. http://dx.doi.org/10.1002/j.1545-7249.2008.tb00123.x.

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6

Field, John. "TESOL QuarterlySpecial Topic Issue September 2008Psycholinguistics in TESOL." TESOL Quarterly 40, no. 2 (June 2006): 294. http://dx.doi.org/10.1002/j.1545-7249.2006.tb02286.x.

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7

Li, Yulong, and Lixun Wang. "Chinese teachers’ perception of how TESOL differs from teaching EAP." Indonesian Journal of Applied Linguistics 10, no. 2 (October 18, 2020): 562–70. http://dx.doi.org/10.17509/ijal.v10i2.28609.

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The last two decades have witnessed a prolific increase in academic activity in the study of English for Academic Purposes (EAP). Many teachers who were trained for Teaching English to Speakers of Other Languages (TESOL) have been required to teach EAP. TESOL and EAP are two different concepts and teachers transitioning from TESOL to teaching EAP may encounter many difficulties. However, little research has been carried out in this area, particularly beyond the context of the UK. Helping teachers to clarify their perceptions of TESOL and EAP is the first step to facilitate this transition. The present study aims to facilitate Chinese university teachers’ pedagogical transitions from TESOL to teaching EAP by clarifying teachers’ own understanding of these two concepts and by outlining how several different factors contribute to their EAP conceptualisation. By using a multiple case study methodology, the current research has revealed that the investigated teachers’ perceptions of EAP comprised eclectic theories, which overlap with some current EAP literature. Facing a somewhat unethical research culture in China, some teachers added moral rubrics into their EAP concepts as reminders to their students. The teachers reported that TESOL and EAP diverged in discourses and commissions: EAP is more student empowering, but TESOL is more humanistic.

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8

Atkinson, Dwight. "TESOL and Culture." TESOL Quarterly 33, no. 4 (1999): 625. http://dx.doi.org/10.2307/3587880.

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9

Banegas, Darío Luis. "Practice in TESOL." ELT Journal 71, no. 2 (February 12, 2017): 254–55. http://dx.doi.org/10.1093/elt/ccx002.

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10

Hui, Bronson. "TESOL: A Guide." System 55 (December 2015): 163–65. http://dx.doi.org/10.1016/j.system.2015.08.008.

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11

R’boul, Hamza. "Re-imagining intercultural communication dynamics in TESOL: culture/interculturality." Journal for Multicultural Education 14, no. 2 (June 10, 2020): 177–88. http://dx.doi.org/10.1108/jme-03-2020-0016.

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Purpose This conceptual paper aims to problematize interculturality and intercultural communication within the conditions of Teaching English to Speakers of Other Languages (TESOL) and today’s circumstances. In spite of the new emphasis on intersubjectivity and non-linearity in intercultural communication studies, TESOL seems to still perpetuate hyper-solid and essentialist representations of interculturality. This paper argues for the necessity of altering common perceptions of TESOL students by critically considering the imbalanced sociopolitical realities that may be reflected/encouraged in classrooms. Without accounting for the additional factors involved in using English while interacting with the culturally different other, TESOL may not be able to ensure mutually satisfactory communicative experience. Design/methodology/approach Closer inspection is paid to intercultural communication research/pedagogy in TESOL to delineate the inaccuracies that have pervaded interculturality narratives and encourage sociopolitically conscious teaching that recognizes discourses of power and justice. Findings A simplistic/positivist consideration of interculturality in TESOL is rather unresponsive to possible unfair treatment of students’ cultures and the current circumstances, which are imbued with a high sense of complexity and non-linearity, resulting in producing ready-made conclusions. Practical implications This paper proposes embracing more complex approaches in accounting for the complexity of interculturality in TESOL pedagogy and research by taking into account intersubjectivity, suspending native-speakerism normativity, western hegemony and non-linearity of intercultural interactions. Originality/value This paper recognizes the inefficiency of presenting interculturality as a matter of conforming to communication standards of Anglophone cultures but rather argues for the need of promoting inclusive education that appreciates cultural diversity and considering the conditions (identity and culture) of non-native speakers in TESOL.

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12

Thi Kim Loan, Bui. "FREQUENCIES AND FUNCTIONS OF REPORTING VERBS USED IN TESOL RESEARCH ARTICLES BY VIETNAMESE WRITERS." VNU Journal of Foreign Studies 38, no. 3 (June 30, 2022): 69. http://dx.doi.org/10.25073/2525-2445/vnufs.4843.

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How to ensure proper reporting verbs (RVs) to be used in academic writing remains a difficulty to Vietnamese research writers. Nguyen and Pramoolsook’s (2015) study findings reveal that Vietnamese TESOL students inappropriately use RVs in their master’s theses in terms of function, voice and tenses. This corpus-based study aimed to investigate the frequencies and functions of RVs in TESOL research articles written by Vietnamese writers based on RMIT University Study and Learning Center’s (2012) categorization of RVs in terms of position or evaluation. The corpus consisted of 35 TESOL research articles collected from a PDF book of TESOL international conference proceedings. The data were processed using Microsoft Word and Microsoft Excel. The findings revealed that TESOL research Vietnamese writers had a tendency to use groups of RVs with neutral position or evaluation. The results of the functional analysis of RVS indicated eleven functions of RVs including agreement, argument/persuasion, believing, conclusion, disagreement/questioning, discussion, emphasis, evaluation/examination, explanation, presentation, and discussion. The results provide TESOL research Vietnamese writers, research scholars as well as students from all disciplines at higher education with more knowledge of RVs that they can use for their future academic writing and international publishing.

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13

Shah, Muhammad Athar, Tariq Elyas, and Michelle Mingyue Gu. "TESOL at the crossroads: Representation of source cultures in TESOL textbooks." Cogent Education 6, no. 1 (January 1, 2019): 1643524. http://dx.doi.org/10.1080/2331186x.2019.1643524.

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14

Kaur, Parveen. "Quality and Auditing in TESOL: A Comparative Case Study." Journal of English Language, Literature and Education 3, no. 3 (March 9, 2022): 57–71. http://dx.doi.org/10.54692/jelle.2021.0304103.

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The researcher was influenced by best English language teaching standards in England to find TESOL best practices. The study was carried out in three reputable elementary schools where English as a second language was taught. The research was conducted at three prominent primary schools in Birmingham, England, where the majority of the kids were from ethnic minorities. The fieldwork resulted in the refining and validation of an audit that was initially based on literature. Following that, fieldwork was conducted in a developing nation using the same methodology as in the United Kingdom. This step entails conducting a TESOL audit in order to determine the strengths and limitations of TESOL services in Malaysian and international TESOL institutions. This article describes the technique and methods used to build and validate the audit tool, which is particularly useful for codifying and identifying TESOL best practices. The method begins with a brief description of quality and the two types of quality measurements that are employed, benchmarking and auditing. The grounded, iterative approach to the creation and implementation of research instruments was then discussed.

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15

Ayudhya, Patra Jumsai Na. "Self-Perceptions of Non-Native Students in an Undergraduate TESOL Program." English Language Teaching 14, no. 7 (June 21, 2021): 58. http://dx.doi.org/10.5539/elt.v14n7p58.

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While debate continues as to the efficacy of Native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs), little research has been conducted to analyze how these teachers impact communicative competence in an EFL context. Research on NNESTs’ self-perceptions has been done in many different contexts (for examples, America, Europe, East Asia), but rarely in Thailand. This paper reports on a mixed data collection study which examines the self-perceptions of undergraduate TESOL students in a Thai university. Data were collected through an online questionnaire responded to by 39 undergraduate TESOL students studying in a B.Ed. English program. Seven of these students were selected for semi-structured individual interviews. Findings show that the undergraduate TESOL students were aware of differences between NESTs and NNESTs and perceived both NESTs and NNESTs to have unique linguistic, cultural, and teaching strengths and weaknesses. The finding also shows that the undergraduate TESOL students had positive perceptions towards their non-native status and perceived themselves to be qualified and successful English teachers after graduation. This paper has implications for language teaching expertise and suggestions for developing TESOL degree curriculum and teacher preparation.

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16

Al Shalabi, M. Fadi, and Mohammad Ali Salmani Nodoushan. "Personality Theory and TESOL." i-manager’s Journal on Educational Psychology 3, no. 1 (July 15, 2009): 14–22. http://dx.doi.org/10.26634/jpsy.3.1.181.

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17

Barkhuizen, Gary. "Narrative Knowledging in TESOL." TESOL Quarterly 45, no. 3 (September 1, 2011): 391–414. http://dx.doi.org/10.5054/tq.2011.261888.

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18

Dufon, Margaret. "Ethics in TESOL Research." TESOL Quarterly 27, no. 1 (1993): 157. http://dx.doi.org/10.2307/3586970.

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19

Rigg, Pat. "Whole Language in TESOL." TESOL Quarterly 25, no. 3 (1991): 521. http://dx.doi.org/10.2307/3586982.

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20

Grosse, Christine Uber. "The TESOL Methods Course." TESOL Quarterly 25, no. 1 (1991): 29. http://dx.doi.org/10.2307/3587027.

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21

Richards, Jack C., and Graham Crookes. "The Practicum in TESOL." TESOL Quarterly 22, no. 1 (March 1988): 9. http://dx.doi.org/10.2307/3587059.

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22

Martín Monje, Elena. "Changing Methodologies in TESOL." Language Value, no. 7 (2015): 97–99. http://dx.doi.org/10.6035/languagev.2015.7.7.

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23

Andon, Nick. "Materials Development for TESOL." ELT Journal 72, no. 1 (January 2018): 112–13. http://dx.doi.org/10.1093/elt/ccx062.

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24

Benson, Morton. "The trouble with TESOL." English Today 9, no. 1 (January 1993): 3–8. http://dx.doi.org/10.1017/s0266078400006842.

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25

Louber, Ismael. "Racial Discrimination and TESOL." International Journal of Bias, Identity and Diversities in Education 2, no. 2 (July 2017): 29–41. http://dx.doi.org/10.4018/ijbide.2017070103.

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While the field of TESOL/TEFL claims to be inclusive given that it is composed of a myriad of sociocultural backgrounds and environments, racial discrimination is a common phenomenon, especially in the Kingdom of Saudi Arabia. Nonetheless, this issue has not been given enough attention by researchers, in that particular region at least. This article reports the findings of a small-scale qualitative study conducted in the Kingdom of Saudi Arabia drawing upon the experiences of six non-Saudi male English as a Foreign Language (EFL) lecturers. Open-ended questionnaires and interviews were used to collect data to explore the relationship between teachers' construction of their ethnic and racial identities and issues of discrimination within their professional environment. The study explored the participants' construction of their ethnic and cultural identity and its possible relation to discriminatory practices in their professional environment. The research showed how certain discriminatory practices affected how the participants projected their ethnic and cultural identity in their professional context.

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26

Call, Mary Emily, J. Donald Bowen, Harold Madsen, and Ann Hilferty. "TESOL Techniques and Procedures." Modern Language Journal 70, no. 2 (1986): 163. http://dx.doi.org/10.2307/327322.

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27

Zabihi, Reza, Saeed Ketabi, and Mansoor Tavakoli. "TESOL as happiness praxis." International Journal of Happiness and Development 1, no. 3 (2013): 302. http://dx.doi.org/10.1504/ijhd.2013.057651.

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28

Maley, A. "Changing Methodologies in TESOL." ELT Journal 69, no. 1 (November 24, 2014): 111–12. http://dx.doi.org/10.1093/elt/ccu067.

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29

Mahboob, Ahmar, Brian Paltridge, Aek Phakiti, Elvis Wagner, Sue Starfield, Anne Burns, Rodney H. Jones, and Peter I. De Costa. "TESOL Quarterly Research Guidelines." TESOL Quarterly 50, no. 1 (January 25, 2016): 42–65. http://dx.doi.org/10.1002/tesq.288.

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30

Walker, John. "Client views of TESOL service: expectations and perceptions." International Journal of Educational Management 15, no. 4 (July 1, 2001): 187–96. http://dx.doi.org/10.1108/09513540110394438.

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TESOL (the teaching of English to speakers of other languages) institutions, although inherently educational in character, are essentially service operations. Commercial success may depend on the word‐of‐mouth recommendations of satisfied clients. This study used focus group methodology to explore TESOL client expectations and perceptions of the service they received in New Zealand English language schools and thus to identify major determinants of client satisfaction with the service. The findings appear to confirm the key service role of the ESOL teacher in the minds of TESOL clients, not only as a classroom professional but also as a coach, counsellor and mentor. Other significant factors influencing client satisfaction included the nature of the English language school milieu and the homestay, as well as the quality of client feedback systems, service‐scape, and language school communication with the client. Tentative recommendations are offered for TESOL managers.

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31

Harwood, Nigel. "What Can We Learn from Mainstream Education Textbook Research?" RELC Journal 48, no. 2 (June 22, 2016): 264–77. http://dx.doi.org/10.1177/0033688216645472.

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Although there is an ever-growing volume of research focused on TESOL textbooks (or coursebooks, as they are sometimes known), I argue that the TESOL research community should pay more attention to textbook research in mainstream education, that is, to the work of those scholars who focus on L1 rather than L2 education, given that there is a rich, methodologically sound tradition of L1 textbook research from which we can usefully learn lessons. I support this argument by describing in detail three exemplary empirical studies of textbooks from mainstream education, identifying how they can inspire and strengthen TESOL research.

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32

Ali, Md Maksud. "Revisiting the orality-literacy relationship and its implications for English language teaching in Bangladesh." IIUC Studies 14, no. 2 (December 20, 2017): 99–110. http://dx.doi.org/10.3329/iiucs.v14i2.39883.

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This paper focuses on different concepts of literacy and their implications for TESOL (Teaching English to Speakers of Other Languages). Taking a critical perspective, the study examines the traditional concept of literacy and illuminates how a narrow approach to literacy may lead to a conflict between national policy text and the actual pedagogic practices. Therefore, the author advocates for situating contemporary TESOL pedagogy within a broader concept. In addition, the study examines how literacy is embedded with orality, and whether the link between them has any implications for English language education in Bangladesh. It is argued here that since different cultures and societies do not adhere to a single set of literacy practices, an awareness of learners’ and other stakeholders’ socio-cultural concepts of literacy in a society is essential for TESOL practitioners in order for their materials and methods to be socio-culturally responsive. The study has implications for policy makers, materials writers and TESOL practitioners. IIUC Studies Vol.14(2) December 2017: 99-110

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33

Cameron, Andrew, and Nicola Galloway. "Local Thoughts on Global Ideas: Pre- and In-service TESOL Practitioners’ Attitudes to the Pedagogical Implications of the Globalization of English." RELC Journal 50, no. 1 (February 1, 2019): 149–63. http://dx.doi.org/10.1177/0033688218822853.

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With the globalization of the English language, Global Englishes (GE) is a growing research paradigm with numerous pedagogical implications for those learning and teaching English. The study reported here provides insights on pre- and in-service Teaching English to Speakers of Other Languages (TESOL) practitioners’ perceptions of Global Englishes Language Teaching (GELT) (Galloway & Rose, 2015; Rose & Galloway, 2019), which aims to make TESOL classrooms more reflective of learners’ needs in today’s globalized world, where multilingualism is the norm and English functions as a lingua franca. Interviews (n=5) with those taking a GE course on an MSc TESOL programme at a Russell Group university in the UK were triangulated with a survey among the wider programme (n=66). The study reveals that curriculum innovation is complex, particularly when it requires a conceptual transition, and practitioners need time and support to implement change. Furthermore, it was clarified that GE has made little headway into ‘traditional’ TESOL classrooms, which remains biased towards ‘native’ English norms.

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34

Slaughter, Yvette, Julie Choi, David Nunan, Hayley Black, Rebecca Grimaud, and Hân Trinh. "The affordances and limitations of collaborative research in the TESOL classroom." TESOL in Context 29, no. 2 (December 31, 2020): 35–61. http://dx.doi.org/10.21153/tesol2020vol29no2art1433.

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The diversity of learning needs within the TESOL field creates inherent tensions between the need for targeted professional learning for TESOL teachers, the more generalist nature of tertiary TESOL courses, and the varied research interests of teacher educators. This article describes a collaborative research project between university-based teacher educators and TESOL teachers working in an adult education centre. With a range of aims amongst the research participants, this article reports on the ‘fluid’ and ‘messy’ process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. In acknowledging the practice of teaching as highly situated, the data presented focuses on the individual experience of each teacher, voiced through an action research frame, before we discuss the achievements and challenges which emerged through this collaborative research process. In the findings, we argue for the importance of championing the case for the messy processes of collaborative research within the broader research academy.

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35

Zhang, Hui. "ICT in the Application of Language Learning to TESOL in China." Technium Social Sciences Journal 22 (August 9, 2021): 282–89. http://dx.doi.org/10.47577/tssj.v22i1.3711.

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Science and technology has become more and more important in education, especially in language teaching and learning. Also, more and more teachers realize it is the popular issue nowadays. In China, the application of ICT in the language class to TESOL has already been a hot topic. This paper is divided into five parts: the first part is the introduction; the second part explains the definition and types of ICT and its advantages in the field of education; the third part describes the basic concepts of TESOL; the fourth part focuses on ICT in the application of language learning to TESOL in China through analyzing the existing problems and underlying causes and providing some suggestion to improve the current situation; the last part is the conclusion. All in all, this paper attempts to contribute to the growing understanding of the present application of ICT in language teaching and learning in China, which will be extremely beneficial for the improvement of the current ICT environment in TESOL, and hopefully offer some references for the future researches in this area.

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36

Shin, Hyunjung. "Rethinking TESOL From a SOL's Perspective: Indigenous Epistemology and Decolonizing Praxis in TESOL." Critical Inquiry in Language Studies 3, no. 2-3 (March 2006): 147–67. http://dx.doi.org/10.1080/15427587.2006.9650844.

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37

Shin, Hyunjung. "Rethinking TESOL From a SOL's Perspective: Indigenous Epistemology and Decolonizing Praxis in TESOL." International Journal for the Psychology of Religion 3, no. 2 (March 1, 2006): 147–67. http://dx.doi.org/10.1207/s15427587clis032&3_5.

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38

Liyanage, Indika, Tony Walker, and Parlo Singh. "TESOL professional standards in the “Asian century”: dilemmas facing Australian TESOL teacher education." Asia Pacific Journal of Education 35, no. 4 (February 5, 2014): 485–97. http://dx.doi.org/10.1080/02188791.2013.876388.

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39

Liu, Dilin. "Ethnocentrism in TESOL: Teacher education and the neglected needs of international TESOL students." ELT Journal 52, no. 1 (January 1998): 3–10. http://dx.doi.org/10.1093/elt/52.1.3.

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40

Alghamdi, Boushra, Nada Alasmari, and Nadia Shukri. "Academic Challenges of Female Graduate TESOL Students in the Saudi Context." International Journal of English Language Education 8, no. 1 (November 24, 2020): 20. http://dx.doi.org/10.5296/ijele.v8i1.15902.

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Academic challenges are apparent factors that might hinder the progress and efficiency of students' higher education. Moreover, identifying these challenges will contribute to the progress of academic programs as well as maximizing academic achievement. The current research aims to shed the light on the various academic challenges that graduate female students majoring in Teaching English to Speakers of Other Languages (TESOL) encounter in the Saudi context. Furthermore, the current study serves to expand the knowledge about the most prominent academic challenges that TESOL students experience in the given context. Thus, helping students overcome these issues which might result in better performance and more qualified students. In addition, this study follows a mixed method research; and the participants are 23 Saudi female TESOL students. The study employed a questionnaire adapted from Phakiti and Li's (2011); the questionnaire consisted of 4 sections that include 24 close-ended question, in addition to 2 open-ended questions. The results of this study reveal three leading areas of academic challenges that TESOL students experience in their academic studies. The most prominent area of difficulty is academic writing, academic reading, and lastly other general academic challenges such as speaking skills and managing the academic load. The findings of this study reveal that female TESOL students encounter several challenges and obstacles that hinder their academic success. Also, recommendations for further research are mentioned to investigate the factors causing these academic challenges.

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41

Angelo, Denise, and Catherine Hudson. "From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect." TESOL in Context 29, no. 1 (December 30, 2020): 5–35. http://dx.doi.org/10.21153/tesol2020vol29no1art1421.

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Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification processes and support settings for migrant and refugee services are mismatched to Indigenous EAL/D learning contexts. Indigenous EAL/D learners, especially with un-/under-recognised contact languages (creoles and related varieties), can remain invisible in classrooms with mainstream curriculum and assessment practices (Angelo, 2013; Angelo & Hudson, 2018; Gawne et al., 2016; Macqueen et al., 2019). Hence, we argue that understanding and consideration of Indigenous EAL/D learners’ needs should become a priority in TESOL initiatives. This paper aims to place Indigenous EAL/D learners at the centre by alerting the TESOL field to a recent body of research and development on new Indigenous contact languages and whole class EAL/D teaching and assessment practices. Clarifying substantial issues and providing solutions, the paper makes Indigenous EAL/D its central focus, highlighting areas that otherwise result in “forgettings” about needs particular to Indigenous EAL/D learners.Thus informed, the Australian TESOL profession will surely include First Nations EAL/D learners at the heart of future discourse and initiatives.

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42

Simbolon, Nurmala Elmin. "Current Issues on TESOL Field in EFL Context." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 1, no. 1 (June 6, 2018): 28–33. http://dx.doi.org/10.30630/polingua.v1i1.48.

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This article discusses several issues raised in TESOL field range from the variety of English to the technology application in language teaching. The term of English as an International Language, or EIL has been growing in TESOL field. And then, the issue about teaching focus is still fresh to discuss. The variety of cultures using English has stirred the language teaching to focus on the language use instead of the language form. Finally, technology implication such as online learning in TESOL classrooms is now increasing. To sum up, the issues link much with the importance of intercultural competence in second language teaching; therefore, some adaptations to the ELT teaching method in EFL context such as in Indonesia need to be adopted.

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43

Yang, Xu, and Honggang Liu. "A Review of Doing a Master’s Dissertation in TESOL and Applied Linguistics." Journal of English Language Teaching and Applied Linguistics 2, no. 4 (October 30, 2020): 1–3. http://dx.doi.org/10.32996/jeltal.2020.2.4.1.

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This review begins with a brief introduction of the organization and main content of the book under review-Doing a Master’s Dissertation in TESOL and Applied Linguistics, followed by the analysis of the contributions and limitations. On the whole, this book is practical and valuable for Master’s students and supervisors who are looking for a holistic guide in TESOL and Applied Linguistics.

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44

Al Riyami, Thuraya, and Ali Al Issa. "Investigating TESOL Teachers' Awareness of Critical Pedagogy at Higher Education Institutions in Oman: Implications for Critical Professional Development." Khazar Journal of Humanities and Social Sciences 21, no. 3 (November 2018): 35–66. http://dx.doi.org/10.5782/2223-2621.2018.21.3.35.

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Critical Pedagogy (CP) has been proposed as an alternative pedagogy capable of meeting the complex demands of teaching English within a particular sociopolitical context. Despite the fact that CP has been present in education since the 1960s, much of the research on CP has been conducted recently in Teaching of English to Speakers of Other Languages (TESOL) contexts. There is a growing but as yet small amount of research that addresses the usage of CP in TESOL contexts, to which this study hopes to make a useful contribution. Therefore, this study investigates the extent to which TESOL teachers from four higher education institutions in the Sultanate of Oman are aware of CP. In order to achieve this, a questionnaire is administered to 178 English Language Teachers. The main findings reveal a widespread lack of awareness of the concept of CP among TESOL teachers. Nonetheless, minorities of teachers are aware of CP and implement it in a limited fashion in their classes. On the other hand, there are teachers who, whilst being aware of CP, do not implement it. The implications of these findings are discussed.

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Lau, Thu. "Noun Phrase Construction in Academic Research Articles." IJOHMN (International Journal online of Humanities) 3, no. 6 (December 23, 2017): 17. http://dx.doi.org/10.24113/ijohmn.v3i6.44.

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The study explored the syntactic complexity and semantic function of noun phrases in TESOL academic research articles. The corpus was comprised of 60 articles (572874 words) from three TESOL journals including TESOL Quarterly, TESOL Journal, and Journal of Second Language Writing. POS tagging was added to the corpus using TagAnt 1.2.0 (Anthony, 2015). A list of 20 highest-frequency nouns was generated using wordlist tool in AntConc 3.3.4 (Anthony, 2014). Based on the specific contexts of these nouns, the researcher analyzed the syntactic complexity of noun phrases in light of their pre-modifiers and post-modifiers. The semantic function of noun phrases was analyzed based on the excerpts generated by the Concordance tool. The results showed that the complexity of noun phrases was dependent on the complexity of their premodifiers and postmodifiers. A complex postmodifier usually contained more than one element, embedding prepositional phrases, nonfinite clauses, or relative clauses. The use of noun phrases enabled the writer to increase cohesion and coherence within and across the text. The findings were of value to both L2 learners and young scholars in developing their writing performance for the target journals in the field

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Raza, Kashif, and Catherine Chua. "Global-Contextual TESOL Leadership in Diverse and Multi-Dimensional Contexts: A Paradigmatic Shift." International Journal for Leadership in Learning 22, no. 1 (June 20, 2022): 305–39. http://dx.doi.org/10.29173/ijll12.

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The complexity with which today’s leadership works, especially in diverse workplaces where multiple cultures, backgrounds, expertise, talents, languages, and values consistently intersect, it is difficult to stick to a single leadership model or theory. The biggest challenge in this regard is the inability to associate a program to a solo culture or group values because contemporary workplaces are amalgamations of diversity, uncertainty, and dynamism. This means that following a particular leadership style, which often presumes that everyone working for the program shares common values, beliefs, and objectives, has become unfeasible. This situation calls for revisiting leadership practices in a globalized world, exploring how such situations are emerging and addressed in different disciplines, and what can be done to contribute to a renewed understanding of leadership that is compatible with global forces and also reflective of the local community. This paper begins with a literature review of Teaching English to Speakers of Other Languages (TESOL) leadership and provides an overview of the multilayered challenges leaders deal with in this profession. It discusses how TESOL leaders could create a balance between global developments in the field of education and TESOL, and the language-based needs of local and non-local students and program requirements. Drawing upon four prepositions, this paper argues that there is the need for leaders to adopt a paradigmatic shift when leading complex educational institutions. It proposes that TESOL leaders could take a global-contextual approach that focuses on the local contexts while drawing upon the global practices when addressing the challenges in a TESOL program.

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Brown, Cheryl, and Carol Cargill. "A TESOL Professional Anthology: Culture." Modern Language Journal 71, no. 4 (1987): 439. http://dx.doi.org/10.2307/328482.

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Bordia, Sarbari, Lynn Wales, Jeffery Pittam, and Cindy Gallois. "Student expectations of TESOL programs." Australian Review of Applied Linguistics 29, no. 1 (January 1, 2006): 4.1–4.21. http://dx.doi.org/10.2104/aral0604.

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Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

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Pennycook, Alastair. "Introduction: Critical Approaches to TESOL." TESOL Quarterly 33, no. 3 (1999): 329. http://dx.doi.org/10.2307/3587668.

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Kumaravadivelu, B. "Problematizing Cultural Stereotypes in TESOL." TESOL Quarterly 37, no. 4 (December 1, 2003): 709. http://dx.doi.org/10.2307/3588219.

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