The present study aims to investigate the relationship between listening metacognitive awareness and listening anxiety with relation to the ambiguity tolerance in foreign language teaching. Participants included 374 participants studying at the School of Foreign Languages from three different universities in Turkey. With sequential explanatory…

Over the past decade, there has been an increasing emphasis on English for Specific Purposes (ESP) within China's higher education language programs. However, the shift towards ESP presents a multifaceted challenge, particularly for business English teaching at higher education, where speaking proficiency is crucial yet often falls below…

This study attempts to unveil the Concomitance of vocabulary learning strategies with learning styles in fostering reflection among university students during reading comprehension texts. For this purpose, data is collected employing a primary data source in the form of a structured close-ended questionnaire, which is addressed, respectively, to…

In language courses, oral skills are frequently a source of anxiety for students. Moreover, in some occasions, students are unfamiliar with the evaluation criteria used to assess their performances, increasing their level of stress when facing the oral exam. This article describes a series of activities based on the introduction of several…

This study aims to rank types of English language learning strategies that are used by Iranian female university level learners of English language as a university major. The results show that except for the Metacognitive Strategies category, the mean score for each of the five categories fell in the range of medium strategy use.

The collaborative curriculum development process in a postsecondary language education program in Japan is described, looking specifically at the work of five curriculum development teams, or focus groups: needs assessment; curriculum aims, goals, and objectives; cognitive development and learner strategies; materials development; and learner…

Recommends eight strategies schools and individual teachers can use to best meet the needs of immigrant students, particularly East Asian students, in English as a Second Language (ESL) programs. Discusses program design, teacher training and cooperation, learning styles and teaching styles, individual background and needs, peer acceptance issues,…

This curriculum guide outlines courses in English as a Second Language (ESL) offered by the Broward County (Florida) adult education program. An introductory section outlines the general student needs on which the curricula are based, program policies for placement and promotion, instructional delivery, and student progression, and the…

The guide for parents of French immersion students in Alberta (Canada) public schools is designed to answer frequently asked questions and encourage parent participation in the student's immersion experience. Chapters address these topics: terminology (program types, school types offering immersion programs, other terms); reasons for learning a…

This handbook is designed to assist classroom teachers of English as a Second Language (ESL) in meeting the needs of their adult students. The handbook is intended for use in a variety of settings and with a variety of teaching styles. The first chapter discusses adult learners' characteristics and the factors affecting their learning. The second…