Using a mixed method explanatory sequential design, this study investigates intensive English program (IEP) instructors' perceptions of the impact of COVID-19 emergency remote teaching on reading instruction. Forty-four IEP instructors completed an online survey, and seven of them participated in follow-up interviews. Both quantitative and…

Teacher scaffolding plays a crucial role in shaping the quality of classroom learning, yet little is known about the effective features of scaffolding in classes using content language integrated learning (CLIL), especially in terms of its effects on learners' language and cognitive development. To address this issue, the study adopts a classroom…

Correct pronunciation of English words is of vital significance for mutual intelligibility in the EFL context. Despite its prominence in L2 learning, teachers of English cannot decide whether and how to implement pronunciation practice into their teaching practices. For this reason, pronunciation training is widely neglected in language classes or…

The study investigates the use of the hybrid method in the teaching and learning of English reading for speakers of English as a second language. Through an interview, a questionnaire and class observation, the research seeks to investigate the benefits and drawbacks that the hybrid model would possibly bring to the course.

The vast majority of the studies concerning graphic organizer use for the improvement of reading comprehension have been carried out with first language (L1) learners. The recommendations to employ graphic organizers as part of reading instruction are frequently found in L1 reading literature (Blachowicz & Ogle, 2001; McKenna & Robinson,…

Two groups of English as a second language students engaged in a fourteen-week repeated reading (RR) treatment: (1) a 3x group (n = 16), which engaged in three readings per session, and (2) a 5x group (n = 15), which engaged in five readings per session. Reading rate and background knowledge were measured at five points to assess the effect of…

The author is responsible for teaching reading classes and overseeing the reading curriculum at an intensive English program in the United States. The institution strives to make reading fluency a priority in the classroom, but after conducting a basic overview of the literature on the topic, the author realized that the approach could be improved…

This study investigated the use of blogs in an intensive English program at a university in Lebanon. The paper reports on how blogs can contribute to language acquisition and the development of related literacy skills. Blogs were incorporated into the required curriculum as supplemental material over two semesters. The aim of the strategy was to…

This article investigates the potential benefits of using children's literature in adult second language (L2) classrooms. A short-term, intensive university course for English reading and writing was designed incorporating children's literature into the curriculum. The author describes the course and discusses how children's literature can be used…

This study examines the effects of explicit instruction and exposure only on ESL students' ability to recognize, use and recall phrasal verbs. Subjects included 55 intermediate-level ESL students in reading classes at an intensive English program. Thirty-seven idiomatic phrasal verbs were divided into two lists. In a repeated measures design, one…

The study explored English as a Second Language (ESL) learner development. In particular, it focused on investigating learners' understanding of reading and their willingness to be engaged in strategic reading in participatory classroom activities. It also examined possible effects of such pedagogy on reading performance. The context was a…

Describes a new reading and writing intensive course developed for college level intermediate German. Discusses reasons for developing such a course, its theoretical underpinnings, course content, teaching methodology, and assessment mechanisms. (Author/VWL)

Discusses two compulsory reading courses offered simultaneously for English language majors in China: Intensive reading (IR) and extensive reading (ER). Discusses how the role of IR has been challenged over the last two decades. Suggests that IR is still a valuable approach but that teachers need to revise their methods and procedures. (Author/VWL)

Describes how intensive English-as-a-Second-Language training for professionals in China is conducted, explaining the importance of training Chinese professionals in English and illustrating this type of training by highlighting a new intensive course for adults at one Chinese chemical engineering corporation. Essential teaching principles for…

An overview of how reading has been used in the English-as-a-Second-Language (ESL) writing classroom is offered, example of changes in reading and writing models are examined, current views of the connections between reading and writing are discussed, and application of these connections in one advanced ESL writing class is reported. (85…