Vol. 11, No. 6 (2018), English Language Teaching

• • The Effects of Extensive Reading on English Vocabulary Learning: A Meta-analysis
  • •  Jiren Liu   
    •  Jianying Zhang   
    • p1
    •  PDF 
      
• • The Essential Issues of the ESP Classroom from a Reflective View
  • •  Wenjie Shi   
    • p16
    •  PDF 
      
• • An Investigation into Senior High School Students’ Psychological Quality and Its Relationship with Their English Performance
  • •  Wen Jin   
    •  Yuewu Lin   
    • p23
    •  PDF 
      
• • The Effects of Direct and Indirect Corrective Feedback on Accuracy in Second Language Writing
  • •  Abbas Abbas   
    •  Hogar Tawfeeq   
    • p33
    •  PDF 
      
• • August Wilson’s Presentation of Interracial Movements in 1960s
  • •  Yanghua Li   
    • p41
    •  PDF 
      
• • A Study on the Mobile Learning of English and American Literature Based on Wechat Public Account
  • •  Guiyu Dai   
    •  Yang Liu   
    •  Shanmeng Cui   
    • p47
    •  PDF 
      
• • What Are the Factors Affecting the Use of English Language in English-only Classrooms: Student’s Perspectives in Pakistan
  • •  Sadia Asif   
    •  Rahat Bashir   
    •  Shabana Zafar   
    • p67
    •  PDF 
      
• • College English Curriculum Group: The Construction Based on Needs Analysis
  • •  Jianfeng Zhang   
    • p80
    •  PDF 
      
• • A Comparison of “A-Over-A” and the Psychological Momentum Theory
  • •  Xiaoying Zhou   
    • p86
    •  PDF 
      
• • Code-Switching: A Useful Foreign Language Teaching Tool in EFL Classrooms
  • •  Aisha Bhatti   
    •  Sarimah Shamsudin   
    •  Seriaznita Said   
    • p93
    •  PDF 
      
• • Comments on Jason Anderson’s “Affordance, Learning Opportunities, and the Lesson Plan Pro Forma”
  • •  Zhengping Zeng   
    • p102
    •  PDF 
      
• • Understanding Cultural Context in Responding to Literature: Researching the Teaching of Literature in EFL Classroom Context
  • •  Ali Mustofa   
    •  Jonnie Hill   
    • p108
    •  PDF 
      
• • Exploring EFL Learners’ Self-Efficacy in Academic Writing Based on Process-Genre Approach
  • •  Ying Zhang   
    • p115
    •  PDF 
      
• • Investigating Syntactical and Lexical Complexity in Gendered and Same-Sex Interactions
  • •  Robert Long III   
    • p125
    •  PDF 
      
• • Reviewer Acknowledgements for English Language Teaching, Vol. 11, No. 6
  • •  Gavin Yu   
    • p142
    •  PDF 
      

This work is licensed under a Creative Commons Attribution 4.0 License.