‘Critical Appraisal of ELT in ESP/EAP Programs’ by Elham Tavakoli, Anita Lashkarian & MohammadReza Mozayan

Abstract

This study makes an attempt to introductorily differentiate between theory and practice in ESP/EAP and General English courses and illuminates some less-paid-attention-to facts connected to it. Later the difference between these courses is posed in terms of needs analysis and the concept of learner-centeredness in these programs. The connection between Communicative Language Teaching (CLT) and ESP/EAP courses is also discussed in length. The study then tries to see rather deeply into the perspectives of some prominent as well as other Iranian researchers about the history and the existing status of ESP/EAP programs in Iran both before and after the Islamic Revolution. A brief reference to the evaluation of these programs as well the as the materials used in these courses is also made. In the end, the study appraises the shortcomings of these programs and then suggestions are made so as to ameliorate the condition.

Index terms: communicative language teaching, ESP/EAP, general English, needs analysis, theory and practice

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‘Evaluation of Iranian TEFL M.A. Program in Terms of Compatibility with Common Standards: Teachers’ Perspectives’ by Neda Taheri & Gholamreza Abbasian

Abstract

The main purpose of this study was to evaluate the alignment of Iranian TEFL Master of Arts Program with standards of a conventional educational program from the teachers’ perspectives, and the extent to which their expectations are met. To this purpose, two separate and validated questionnaires one addressing the Program compatibility with common standards along with a number of open-ended questions and the other measuring the Program and its Course features were used. The data were collected from four universities in Tehran, in which the program is still implemented. Quantitative data analyses primarily based on frequency and chi-square analyses revealed that the educational Program is mainly aligned with the determined standards and it meets the teachers’ needs in a sense that the participants positively evaluated both macro dimensions.  However, based on the qualitative data analyses, a number of insightful points were explored suggesting 1) inclusion of Teaching English for Children and Adults Courses, 2) revising Advanced Writing Course, 3) removal of  Contrastive Linguistics/  Error Analysis and Sociolinguistics courses, 4) inclusion of internet technology, 5)  modifying the manner courses are practically rendered, 6) evaluating the learners’ through the teachers’ comments, 7) hiring good quality teachers, and 8) focussing on research-based education.

Index Terms: program evaluation, TEFL program, program standards.

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‘An Assessment of ICT Integration in English Language Learning: A Glimpse of Student’s Perspective in HEI’ by Dr. Suma Sreedhar & Jarikre Amos O.

Abstract

The integration of Information and Communication Technologies in education are as a result of its impact’s and growth in advancing the educational sector. With the advent of various technologies emerging which are valuable and usable in Higher Education Institutes, there is concern about how students could see the emerging changes being integrated as part of their English Language lessons. The paper seeks to determine student assessment of ICT integration in teaching English Language in Theem College of Engineering, Maharashtra, India by looking at its relevance and barriers associated with its integration. A total of 100 students from 1st, 2nd and 3rd year were selected for the study using purposive and simple random sampling. Data collection and analysis was done using questionnaire and simple statistical technique. Findings indicated that ICT integration in English Language teaching encourages and motivate the students to learn and enhance their communication skills. The study also revealed that Information and Communication Technology integration in English Language teaching in the college increases student’s eagerness in self-learning of the subject with interactive digital materials and multimedia elements available. It’s recommended that e-library mobile app should be provided for free and easy downloads to all students and also ICT training should be given to students on the use of the e-library and any new pedagogical to be introduced.

Keywords: ICT, Multimedia elements, English Language, Internet, e-library.

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‘English for Specific Purposes and Its Impact: Some Focal Points for the Language Practitioners’ by Dr M Saravanapava Iyer

Abstract

In the field of English as a Second Language (ESL), there has been a shift in recent times from intrinsic motivation to extrinsic factors relevant to language learning. Only a few language scholars advocate that learning English language is intellectually beneficial or learners attempt to master English language to understand the native culture and mingle with the native speakers. Many scholars claim that currently English as a second language is learnt for varieties of purposes because English is used in numerous domains; for example, IT field, playground, professions, administrations, e-markets, e-advertisements, politics, cinemas and media alternating consciously or unconsciously with the L1. The use of English everywhere has been expanding with globalization; therefore it is essential to that the English language curriculum and teaching approach need to be changed to keep pace with the dynamic process of globalization. With this fresh tendency, in the field of ESL, teaching and learning programme of English for Specific Purpose (ESP) has gained attractiveness. The primary aim of this article is to provide appropriate awareness and insights for all the language practitioners; this deeper level understanding is expected to help teachers to conduct smooth and successful teaching and learning English  programme; this is also expected to guide the curriculum designers to form a suitable curriculum for any ESP courses.

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‘Developing EFL Learners’ Speaking Ability, Accuracy, and Fluency’ by Mobina Rahnama, Neda Fatehi Rad & Hamid Bagheri

Abstract

One of the most important goals of teaching English as a foreign language for learners is speaking because learners are interested in using second language effectively and fluency. However, EFL learners may have some problems in speaking accuracy and fluency in English speaking; they endeavor to find some solutions to communicate well in society. Thus, they need to master in second language skills through interesting materials, empowering activities, and proper opportunities to practice speaking. In addition, they require to have longer time to practice it. To achieve this goal, EFL learners need to acquire second language learning from their childhood. Moreover, it is recommended to emphasize optimal and conductive environment in the classroom so that teachers have vital roles in creating suitable and friendly environmental classroom. This article is concerned with how teachers can improve speaking skills and some factors which influence learners speaking competence.

Index Terms: accuracy, communicative competence, fluency, speaking competence

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