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Li, Yingjie – English Language Teaching, 2020
This paper explores whether the open-end questions, which are constructed to develop critical thinking (CT) in China's English textbook, are effective. All the 405 questions are examined and categorized into non-CT group and CT group, which includes lower-stage CT and higher-stage CT. Findings reveal that most of them fall into non-CT group,…
Descriptors: Second Language Learning, English (Second Language), Second Language Instruction, Foreign Countries
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Samadikhah, Mehran; Shahrokhi, Mohsen – English Language Teaching, 2015
In spite of the crucial importance of textbooks, their increasing development day by day, and their significant effects on saving time, energy, and budgets, only few studies have been done on textbooks evaluation from a critical discourse analysis perspective. This study aimed to analyze and compare the gender representation in "Top…
Descriptors: Discourse Analysis, English (Second Language), Textbooks, Comparative Analysis
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Peng, Hui – English Language Teaching, 2016
This study, carried out at a major technological university in China and based on a convenience sample of 116 students, is designed to identify which aspects of their classroom environments had the greatest effect on the students. Students completed a 26-item questionnaire which elicited general as well as specific views on the EFL classroom…
Descriptors: Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction
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Al-wossabi, Sami A. – English Language Teaching, 2014
Recent studies in corpus linguistics have revealed apparent inconsistencies between the prescriptive grammar presented in EFL textbooks and the type of grammar used in the speech of native speakers. Such variations and learning gaps deprive EFL learners of the actual use of English and delay their oral/aural developmental processes. The focus of…
Descriptors: Oral Language, Grammar, English (Second Language), Second Language Learning
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Nematollahi, Shirin; Maghsoudi, Mojtaba – English Language Teaching, 2015
In this current study the researchers have tried to investigate the possible effect of authentic and non-authentic texts on Iranian EFL learners' vocabulary retention. Despite the great deal of studies conducted in the area of EFL/ESL learning, the effect of authentic versus non-authentic texts have almost gained little attention and been…
Descriptors: Foreign Countries, Vocabulary Development, English (Second Language), Second Language Learning
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AL-Malki, Eidhah Abdullah; Majid, Norazman Abdul; Omar, Noor Abidah Mohd – English Language Teaching, 2014
According to the Longman Grammar of Spoken and Written English 1999 by Biber et al. (p. 266) generic article uses are more than twice as common in academic English than in conversation or fiction. This is an area that English for Academic Purpose (EPA) textbooks and teachers would need to target more than general English teaching. This paper is…
Descriptors: Semitic Languages, Indonesian Languages, Grammar, English (Second Language)
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Mukundan, Jayakaran; Khojasteh, Laleh – English Language Teaching, 2011
The use of corpus-based findings in order to inform L2 teaching materials have been emphasized by many researchers owing to the fact that the studies of authentic texts have revealed some inconsistencies between the use of grammatical structures in corpora, and those found in language textbooks that are based purely on hunch. Therefore, by…
Descriptors: Foreign Countries, Verbs, Second Language Instruction, Second Language Learning
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Erfani, Seyyed Mahdi – English Language Teaching, 2012
While integrating visual features can be among the most important characteristics of English language textbooks, reviewing the current locally-produced English for Specific Purposes (ESP) ones reveals that they lack such a feature. Enjoying a rich theoretical background including Paivio's dual coding theory as well as Sert's educational semiotics,…
Descriptors: Foreign Countries, English for Special Purposes, College Students, Semiotics
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Khodadady, Ebrahim; Pishghadam, Reza; Alaee, Farnaz Farokh – English Language Teaching, 2012
An achievement test based on schema theory (S-Test) was developed on the passages comprising the English textbook taught at grade three in state high schools in Iran and administered concurrently with a validated and reliable Social Capital Scale (SCS) to four hundred seventy seven male and female participants. The Z-scores obtained on the S-Test…
Descriptors: Correlation, Social Capital, Parenting Styles, Semantics