World Journal of English Language 

About: World Journal of English Language is an academic journal published by Sciedu Press. The journal publishes majorly in the area(s): Computer science & Linguistics. It has an ISSN identifier of 1925-0703. It is also open access. Over the lifetime, 770 publications have been published receiving 1274 citations. The journal is also known as: WJEL.

ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics

Abstract: This study investigates the level of Information and Communication Technology (ICT) use in teaching English as a foreign language (EFL). Additionally, it explores the effect of EFL teachers’ personal and technology-related characteristics in ICT use in English classes. Two hundred and forty-eight full time teachers participated in the study and filled in the personal information form, computer anxiety rating scale, computer attitude questionnaire, ICT use rating scale, and computer literacy questionnaire. The results of data analysis revealed that digital portable devices were used more than computer or network applications/tools in English classes and teachers used technology most frequently in teaching oral skills. It was also found that ICT use correlated inversely with teachers’ age, years of teaching experience, and computer anxiety. ICT use was found to be positively and significantly related to teachers’ academic credentials, computer ownership, computer literacy, and use; while ICT use was not related to attitude and gender. Multiple regressions showed that from among the variables that correlated with ICT use, teachers’ computer literacy and academic credentials could predict ICT use.

On Attitudes to Teachers’ Code-switching in EFL Classes

Abstract: Code-switching is commonly viewed with suspicion in EFL classes. The present article is to investigate and show the teachers and students’ attitudes to code-switching (CS) used by teachers in EFL classes in China. A four-section 20-item questionnaire was developed and distributed to the students and teachers. The data from the questionnaire were tabulated, and frequencies and percentages were conducted by SPSS program. The results display that students have the similar opinions with the teachers in most of question items. This consistency suggests that teachers and students have a similar positive attitude to teachers’ code-switching in EFL classroom. However there are some discrepancies in attitudes between the two samples in some question items. These discrepancies suggest that the use of code-switching in EFL classroom should be adapting to the practical teaching.

The Role of Background Knowledge in Enhancing Reading Comprehension

Abstract: Reading comprehension is attained through successful interaction between the reader and the text. This interaction isthe major factor that plays the most important role in comprehension. Accordingly, background knowledge will be ofprimary importance for EFL readers. So schema-based, pre-reading activities should be used for activating suchbackground knowledge. It is assumed that prior knowledge activation requires pre-reading activities. The presentstudy, aims at investigating the role of activating background knowledge in reading comprehension through textpreviewing. In this study a previewing strategy called THIEVES is used to verify this hypothesis. The researchershypothesize that if students preview a text before reading it, they are likely to understand its content better. In orderto investigate this, we conducted an experimental study using a t-test as a statistical measure of the data. We arrivedat the conclusion that previewing a text through THIEVES as a prior knowledge activator - facilitates bettercomprehension. We found a positive correlation between previewing a text through THIEVES as a pre-readingactivity (that aims to activate prior knowledge) and better reading comprehension.

Discourse Markers in Argumentative and Expository Writing Of Iranian EFL Learners

Abstract: The aim of the present study was to investigate the frequency and the type of discourse markers used in the argumentative and expository writings of Iranian EFL learners and the differences between these text features in the two essay genres. The study also aimed at examining the influence of the use of discourse markers on the participants’ writing quality. To this end the discourse markers used in two essays (an argumentative and an expository) written by the participants of the study were analyzed. The results indicated a hierarchy of use of discourse markers in both essay types with elaborative markers (mainly “and”) the most frequently connectors used in both essay types. Next came contrastive and inferential markers; reason, exemplifier, and conclusive markers, respectively, were the least frequently used connectors. The results, moreover, indicated that, on the whole, the mean of discourse marker use was significantly higher in argumentative essays than in expository essays. As for discourse marker categories, contrastive and conclusive markers were used more frequently in argumentative than in expository essays. The results, nonetheless, showed that the use of discourse markers cannot be a significant predictor of the writing quality in argumentative and expository compositions of Iranian undergraduate EFL students.

The Link between English Language Proficiency and Academic Performance: A Pedagogical Perspective in Tanzanian Secondary Schools

Abstract: English, the Language of Instruction (LOI), has fallen victim of blame of some scholars as the cause of poor performance in secondary schools in Tanzania. The blame is directed at English strongly up until recent years (2010 and 2011) when the results of national examinations have been extremely worse. It seems, the public presumes that there is relationship between students’ academic success and their abilities in the LOI. This paper sought to investigate whether there is relationship between English Language Proficiency (ELP) and academic performance in Tanzanian secondary schools. The data used were obtained by administering an ELP test and a review of students’ reports, and were quantitatively analyzed using a computer software, Statistical Package for Software System (SPSS) version 18. The study revealed that there is a significant weak positive relationship between ELP and students’ academic achievement. The relationship was significant in English and insignificant in other subjects which were investigated. On the basis of the findings of this study, it is argued that academic success is a function of several variables and not only proficiency in the LOI. It is therefore recommended that the responsible authorities should invest in improving English language proficiency among students since ELP is positively connected with academic success.