Vol. 9, No. 9 (2016), English Language Teaching

• • Investigating Pedagogical Techniques in Classroom Interactions at a CELTA Training Programme
  • •  Md Shidur Rahman   
    • p1
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• • The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue based on His Majesty the King’s Teaching Concepts in Seventh Grade Students’ Reading Comprehension
  • •  Rungruedee Chaemsai   
    •  Saowalak Rattanavich   
    • p18
    •  PDF 
      
• • The Effects of L2 Reading Skills on L1 Reading Skills through Transfer
  • •  Gonca Altmisdort   
    • p28
    •  PDF 
      
• • Teaching Chinese College ESL Writing: A Genre-based Approach
  • •  Yilong Yang   
    • p36
    •  PDF 
      
• • Genre-Based Approach: What and How to Teach and to Learn Writing
  • •  I Dirgeyasa   
    • p45
    •  PDF 
      
• • Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)
  • •  Chia-Pei Wu   
    •  Huey-Ju Lin   
    • p52
    •  PDF 
      
• • Promoting the Audience Awareness of EFL Writing in Chinese Communicative Context: A Case Study of “NOTICE”
  • •  Li Xiping   
    • p64
    •  PDF 
      
• • Improving Academic Writing Skills through Online Mode of Task-Based Assignments
  • •  Sugeng Purwanto   
    • p74
    •  PDF 
      
• • Re-reading Your CELTA Training Course: A Case Study of Four International Teachers Working at a Saudi HE Institution
  • •  Osman Barnawi   
    • p85
    •  PDF 
      
• • Teaching Vocabulary with Graphic Novels
  • •  Ahmet Basal   
    •  Talat Aytan   
    •  Ibrahim Demir   
    • p95
    •  PDF 
      
• • The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production
  • •  Pooya Drood   
    •  Hanieh Asl   
    • p110
    •  PDF 
      
• • High School Students’ Topic Preferences and Oral Development in an English-only Short-term Intensive Language Program
  • •  Hui-Chen Hsieh   
    • p116
    •  PDF 
      
• • Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies
  • •  Charles Gibson   
    • p134
    •  PDF 
      
• • A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language
  • •  Katsunori Kotani   
    •  Takehiko Yoshimi   
    •  Hiroaki Nanjo   
    •  Hitoshi Isahara   
    • p139
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• • Students of Different Subjects Have Different Levels of Extrinsic and Intrinsic Motivation to Learn English: Two Different Groups of EFL Students in Japan
  • •  Kieran Green   
    •  Junichi Fujita   
    • p156
    •  PDF 
      
• • The Flipped Classroom Model to Develop Egyptian EFL Students’ Listening Comprehension
  • •  Samah Ahmad   
    • p166
    •  PDF 
      
• • A Study on Anxiety in Chinese EFL University Students
  • •  Huang Jing   
    •  Zhang Junying   
    • p179
    •  PDF 
      
• • Language Anxiety: A Case Study of the Perceptions and Experiences of Students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates
  • •  Rola Lababidi   
    • p185
    •  PDF 
      
• • Reviewer Acknowledgements for English Language Teaching, Vol. 9, No. 9
  • •  Gavin Yu   
    • p199
    •  PDF 
      

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