The purposes of this study are: (1) to investigate students' perceptions of computer-assisted whole language instruction; (2) to examine the effectiveness of whole language instruction on students' reading improvement; and (3) to determine the difference between basic-level and advanced-level students' improvement in reading skills. A total of 212…

A practicum explored the use of instructional materials based on the whole language approach to second language learning in adult English-as-a-Second-Language (ESL) instruction. The approach was implemented in a beginning ESL classroom at an adult education center that had previously used publisher textbooks, which were not thought to provide…

This study investigates the effect of phonological awareness instruction on the development of word-reading ability for EFL first-graders in a Jordanian state school. Based on Chard and Dickson's (1999) phonological awareness hierarchy, a phonological awareness training program was developed by the researchers, and used in training the…

Innovative methods and strategies are described for teaching writing to potentially English proficient (PEP) students (also known as "limited English proficient"), who may or may not be literate in their native language, using holistic natural approaches. The approaches are based on the premise that students acquire language (speaking,…

The purpose of this study was to determine the relative impact of skills-based and whole language approaches on the listening comprehension of English as a foreign language (EFL) students with low and high listening ability levels. The subjects for the study were 96 pretested EFL students, divided into two treatment groups for 15 weeks. In the…