Several in-depth and experimental research have been carried out on the positive results of extensive reading (ER) over the past several years in the areas of ESL/EFL. However, several of the studies include limitations that raise doubts about the claimed positive outcomes. The current study adds to the small amount of well-regulated research by…

Ofsted's 2021 Curriculum Research Review outlines a language pedagogy predicated on an exclusively cognitivist approach to language learning, which relies on three 'pillars of progression': phonics, vocabulary and grammar. The review makes a brief acknowledgement of the importance of motivational factors, including 'pupils' positive views of…

This study aimed to compare whether Traditional Grammar Translation Method (henceforward TGTM) or Communicative Language Teaching (henceforward CLT) was more effective in teaching English language grammar and vocabulary. The participants of this study were sixty-eight 9th grade students attending to a high school. Mixed methods research design was…

This study aims to examine how Chinese learners develop in their use and misuse of English modal verbs from Grade 7 to 9. Specifically, it examines form-function connections and explores the factors behind learners' development. The main focus is on the modal verbs "can," "could," "will," "would,"…

The present experimental study examined whether a different focus during a pre-task planning observation task affects learners' subsequent oral task performance. Forty-eight ninth-grade students learning German as a foreign language were randomly assigned to two different planning conditions: video observations with a focus on language (FonL) and…

The production of grammatical markers takes a long time to master. Even when students know the rules, they do not systematically apply them. However, few studies have demonstrated the efficacy of interventions to improve this competence, and no study has addressed the issue at the cognitive and motivational levels jointly. Our study demonstrates…

This study was an attempt to assess how learners of English as a foreign language (EFL) improved their speaking fluency in a task-based language teaching (TBLT) approach used with ninth-grade learners at PUNIV-Cazenga, a high school in Luanda. In a case study design that used picture-description tasks, learners' speeches were audio recorded before…

Because there has been little research on focus on form during the post-task phase in task-based language teaching, this experimental study investigates the effects of task repetition after having directed learners' attention to form during the main task. The study comprises two interventions, where each consisted of a task with a focus on a…

In this paper we draw on theories of teaching English as a second language (L2) to examine ways in which a teacher taught a novel to Grade 9 students whose home language is not English. How this second language English-speaker engaged with and spoke about her teaching highlighted her understanding of the challenges students seemed to experience…

Schools nationwide are transitioning to the Common Core--our advice to you: Be prepared, but don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, 9-12," shows you that teaching the Common Core State Standards in high school doesn't have to be intimidating! This easy-to-use guide meets the particular needs of…

If you're tired of repeating yourself to students who aren't listening, try a little less talk and a lot more action. The authors follow the best-selling "Teaching the Male Brain and Teaching the Female Brain" with this ready-to-use collection of mathematics, language arts, science, and classroom management strategies. Designed for active,…

This thesis uses empirical research in order to understand effective strategies for successfully teaching of the expository essay to ninth grade students. Five focal areas are studied for targeted intervention in order to discover best practices for maximizing student learning of the essay format. The study hypothesizes that in order for ninth…

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating…

This report offers a number of specific teaching techniques that research suggests will help 4th- to 12th-grade students in this nation's schools. The report focuses on all students, not just those who display writing difficulties, although this latter group is deservedly the focus of much attention. The premise of this report is that all students…