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JournalISSN: 1916-4742

English Language Teaching 

Canadian Center of Science and Education
About: English Language Teaching is an academic journal published by Canadian Center of Science and Education. The journal publishes majorly in the area(s): Teaching method & Language proficiency. It has an ISSN identifier of 1916-4742. It is also open access. Over the lifetime, 3342 publications have been published receiving 38384 citations.


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Journal ArticleDOI
TL;DR: Research Design: Qualitative, Quantitative and Mixed Methods Approaches by Creswell (2014) covers three approaches as mentioned in this paper : qualitative, quantitative and mixed methods, which is informative and illustrative and is equally beneficial for students, teachers and researchers.
Abstract: The book Research Design: Qualitative, Quantitative and Mixed Methods Approaches by Creswell (2014) covers three approaches— qualitative, quantitative and mixed methods. This educational book is informative and illustrative and is equally beneficial for students, teachers and researchers. Readers should have basic knowledge of research for better understanding of this book. There are two parts of the book. Part 1 (chapter 1-4) consists of steps for developing research proposal and part II (chapter 5-10) explains how to develop a research proposal or write a research report. A summary is given at the end of every chapter that helps the reader to recapitulate the ideas. Moreover, writing exercises and suggested readings at the end of every chapter are useful for the readers.

1,362 citations

Journal ArticleDOI
James Scotland1
TL;DR: In this article, the philosophical underpinnings of three major educational research paradigms: scientific, interpretive, and critical are explored, and the interrelationships between each paradigm's ontology, epistemology, methodology and methods are discussed.
Abstract: This paper explores the philosophical underpinnings of three major educational research paradigms: scientific, interpretive, and critical. The aim was to outline and explore the interrelationships between each paradigm’s ontology, epistemology, methodology and methods. This paper reveals and then discusses some of the underlying assumptions of educational research. Consequently, this paper is relevant to every English language teacher who is a reader of research.

990 citations

Journal ArticleDOI
TL;DR: The authors examines the instructional implications of Vygotsky's (1978) seminal notion of Zone of Proximal Development, originally developed to account for the learning potential of children, and investigates ZPD applications to the concept of teacher professional development.
Abstract: The current paper examines the instructional implications of Vygotsky's (1978) seminal notion of Zone of Proximal Development, originally developed to account for the learning potential of children, and investigates ZPD applications to the concept of teacher professional development. Specific attempt has been made to see how a number of assets at the teacher's disposal namely diary writing, peer and mentor collaboration, action research, practicum and TESOL discourse can serve as scaffolders to affect the progression of ZPD in language teachers. The contributions of ZPD to the concepts of scaffolding and dynamic assessment (DA) are explored extensively and the controversial issues are addressed. There is a consensus that the notion of the zone of proximal development and socio-cultural theory of mind based on Vygotsky’s ideas are at the heart of the notion of scaffolding .This study highlights the limitations of the metaphor of scaffolding in interpreting the zone of proximal development. The concept of ZPD, as seen through the approach of DA, offers an operational view of the learners’ actual level of development and a measure of emerging and imminent development. Utilizing the concept of ZPD, DA unites traditional assessment, instruction, intervention, and remediation. Though the concept of ZPD provides an attractive metaphor for designing instruction and analyzing learning, it poses a real challenge when put into practice. The present research highlights a procedure to provide a more tangible account of ZPD, but research on this area is scanty and further explorations and investigations are needed to reflect the implications of ZPD in instructional context.

275 citations

Journal ArticleDOI
TL;DR: In this article, a review of literature indicated that when teachers are aware of students' learning difficulties they can help them develop effective listening strategies and finally solve their difficulties in listening and improve their listening comprehension abilities.
Abstract: Listening is one of the most important skills in English language learning. When students listen to English language, they face a lot of listening difficulties. Students have critical difficulties in listening comprehension because universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part of many course books and most teachers do not pay attention to this important skill in their classes. In this paper, the researchers reviewed the terms listening, listening comprehension, listening comprehension strategies, and listening difficulties. The review of literature indicated that when teachers are aware of students’ learning difficulties they can help them develop effective listening strategies and finally solve their difficulties in listening and improve their listening comprehension abilities.

183 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
20238
20221
2021140
2020196
2019243
2018214