Vol. 5 Issue 7 – Research Paper: ‘Reliability of Second Language Listening Self-Assessments: Implications for Pedagogy’ by Vahid Aryadoust

Language self-appraisal (or self-assessment) is a process by which students evaluate their own language competence. This article describes the relationship between students’ self-appraisals and their performance on a measure of academic listening (AL). Following Aryadoust and Goh (2011), AL was defined as a multi-componential construct including cognitive processing skills, linguistic components and prosody, note-taking, rating input to other materials, knowledge of lecture structure, and memory and concentration.

Continue ReadingVol. 5 Issue 7 – Research Paper: ‘Reliability of Second Language Listening Self-Assessments: Implications for Pedagogy’ by Vahid Aryadoust

Vol. 5 Issue 7 – Research Paper: ‘Sentence Types: Students’ Perceptions and Productions’ by Alaa Al-Musalli and Ibtihaj Al-Harthi

Language self-appraisal (or self-assessment) is a process by which students evaluate their own language competence. This article describes the relationship between students’ self-appraisals and their performance on a measure of academic listening (AL). Following Aryadoust and Goh (2011), AL was defined as a multi-componential construct including cognitive processing skills, linguistic components and prosody, note-taking, rating input to other materials, knowledge of lecture structure, and memory and concentration.

Continue ReadingVol. 5 Issue 7 – Research Paper: ‘Sentence Types: Students’ Perceptions and Productions’ by Alaa Al-Musalli and Ibtihaj Al-Harthi

Vol. 5 Issue 6 – Research Paper: ‘Using Children’s Literature to Explore the Issue of Exclusion: Language Learning Through Personal Connections, Multiple Perspectives and Critical Reflections’ by Hsiang-Ni Lee

Socio-cultural constructivism views reading as a holistic experience in which readers actively seek identity and make meaning of the world. Socio-cultural constructivist reading instruction recognizes the impact of one’s socio-economic background on comprehension and interpretation of a text. It also acknowledges one’s ability to identify, deconstruct and reconstruct self-positioning by critically examining the text’s messages. Although receiving more well-deserved attention in Western language education, such a constructivist notion has not yet seemed to be equally appreciated or practiced in Taiwanese EFL (English as a Foreign Language) classrooms.

Continue ReadingVol. 5 Issue 6 – Research Paper: ‘Using Children’s Literature to Explore the Issue of Exclusion: Language Learning Through Personal Connections, Multiple Perspectives and Critical Reflections’ by Hsiang-Ni Lee
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