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Yuan, Yifeng; Shen, Huizhong; Ewing, Robyn – TESL-EJ, 2017
For a long time, Australian English and culture have not been viewed in China as an equal to its American and British counterpart. This is reflected in teachers' choice of destination when it comes to English teaching and learning resources. This paper examines Chinese English as a foreign language (EFL) teachers' perceptions of the contents and…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
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Xu, Zhichang – TESL-EJ, 2017
The internationalization of higher education has brought students from different countries into direct contact with one another. One of the scenarios is intercultural communication among international students in an online environment mediated through institutional e-learning systems, for example, Moodle and Blackboard. In this paper, I analyze…
Descriptors: Intercultural Communication, English (Second Language), Second Language Learning, Writing Skills
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Edwads, Emily; Roger, Peter Stewart – TESL-EJ, 2015
As one constituent of second language (L2) motivation, L2 "self-¬≠confidence" has been shown to be a significant predictor of language proficiency. More recently, L2 self-¬≠confidence has been studied as part of the "willingness to communicate" (WTC) construct. Less is known, however, about the processes by which learners develop…
Descriptors: Second Language Learning, Language Proficiency, Learning Motivation, Self Esteem
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Yazdanpanah, Lilly K. – TESL-EJ, 2015
English as a second language (ESL) teaching is partly a thinking process in which teacher knowledge plays a pivotal role in making instructional choices (Breen, Hird, Milton, Oliver, & Thwaite, 2001). The present study contributes to understandings of teacher knowledge by exploring the types of knowledge, which practicing teachers value in…
Descriptors: Statistical Analysis, English (Second Language), Second Language Learning, Likert Scales
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Murray, Jill C. – TESL-EJ, 2011
Instructional pragmatics in teacher education is generally focused on ways that ESOL teachers can develop the pragmatic competence of L2 learners. However, as every interaction in an English medium classroom requires a high level of pragmatic competence on the part of teachers themselves, it can also be conceptualised more broadly to encompass the…
Descriptors: English (Second Language), Second Language Learning, Figurative Language, Communicative Competence (Languages)
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Fotovatian, Sepideh – TESL-EJ, 2010
This paper provides an account of social integration and professional recognition of non-English-speaking-background (NESB) teachers of English in Australia. The case study profiles two Iranian postgraduate students of English teaching in an Australian university and describes their struggle to construct a social and professional identity. The…
Descriptors: Teacher Attitudes, Professional Recognition, Social Integration, Second Language Instruction
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Mu, Congjun; Carrington, Suzanne – TESL-EJ, 2007
The purpose of this study is to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of second language writing strategies of Chinese students in an authentic…
Descriptors: Asians, Writing Strategies, Second Language Learning, Second Language Instruction
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Ellis, Elizabeth Margaret – TESL-EJ, 2006
Teachers of English to Speakers of Other Languages (ESOL) in English-speaking countries are not usually required to have proficiency in another language. Teacher competency statements frequently require "an understanding of second language development," and it is assumed that a monolingual teacher can attain such understanding without…
Descriptors: English (Second Language), Second Language Learning, Teacher Attitudes, Second Language Instruction
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Burke, Ed; Wyatt-Smith, Claire – TESL-EJ, 1996
Reports a study of academic and non-academic demands as perceived by a group of Australian non- native English speaking students in the first semester of postgraduate studies. Relates relevant research to participants' responses to a questionnaire and in follow-up interviews about academic difficulties, such as the use of first language and the…
Descriptors: Cognitive Style, English (Second Language), Foreign Countries, Graduate Study