In synchronous online EFL classrooms, students often exhibit passive participation and boredom when learning grammar. This research study presents the development of an online active grammar learning instructional model, named LPCR, which incorporates Byrne's Presentation-Practice Production (PPP) approach and Fink's holistic view of active…

This paper examines current teaching models for intonation on questions, as exemplified in a range of published English-as-a-foreign-language teaching materials, and discusses one area of intonation on questions that is frequently neglected for teaching purposes: a falling tone on yes/no questions. Includes references. (JL)

Certain teaching performances needed to elicit and reinforce specific linguistic performances from the students fall under the categories of speaking a variety of standard English, reading, spelling, vocabulary, and grammatical structures and writing. As a model of linguistic usage, the teacher must speak a standard variety of English, build on…

A study examined the effectiveness of a collaborative learning model for the teaching of a modern English grammar class at the college level. The model involved student presentations based on the explanation of material from assigned readings in the texts; daily quizzes on the material from the assigned reading; and peer grading of the daily…

This paper presents a case study that investigated and compared the beliefs and actual classroom practices of two experienced English language teachers with regards to grammar teaching in a primary school in Singapore. Areas where practices converged with or diverged from beliefs about grammar teaching are examined and discussed as well as the…

A qualitative multimethod study identified the beliefs about writing instruction held by seven full-time English instructors at Central Arizona College Signal Peak Campus. Data were collected through interviews, document analysis, and surveys. Research questions examined how faculty members viewed themselves as writing teachers, what curriculum…

This paper describes and discusses the University of Alaska's language programs for Eskimo-Aleut languages like Yupik and Inupiaq, offered through its Alaska Native Language Center. The paper is critical of the program's over-emphasis on the emphasis on teaching grammar and vocabulary. It argues that, though well intentioned when the framework for…