Vol. 5, No. 8 (2012), English Language Teaching

• • Reflective Writing of Mexican EFL Writers: Levels of Reflection, Difficulties and Perceived Usefulness
  • •  Ruth Roux   
    •  Alberto Mora   
    •  Axel Tamez   
    • p1
    •  PDF 
      
• • An Evaluation of Merits and Demerits of Iranian First Year High School English Textbook
  • •  Mohammad Zohrabi   
    •  Hossein Sabouri   
    •  Raziyeh Behroozian   
    • p14
    •  PDF 
      
• • Mother Tongue Use in Task-Based Language Teaching Model
  • •  Nguyen Viet Hung   
    • p23
    •  PDF 
      
• • Higher Education Institutions without Foreign Language Continuity
  • •  Slavica Cepon   
    • p31
    •  PDF 
      
• • Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses
  • •  Melor Md Yunus   
    •  Hadi Salehi   
    •  Chen Chenzi   
    • p42
    •  PDF 
      
• • Research on: Motivation to Learn English among College Students in Sudan
  • •  Ibrahim Abdelrahim Ibrahim Humaida   
    • p49
    •  PDF 
      
• • Announcement of Retraction
  • •  Gavin Yu   
    • p57
    •  PDF 
      
• • A Typological Approach to Translation of English and Chinese Motion Events
  • •  Yu Deng   
    •  Huifang Chen   
    • p70
    •  PDF 
      
• • Problematizing Rating Scales in EFL Academic Writing Assessment: Voices from Iranian Context
  • •  Batoul Ghanbari   
    •  Hossein Barati   
    •  Ahmad Moinzadeh   
    • p76
    •  PDF 
      
• • Promoting CLT within a Computer Assisted Learning Environment: A Survey of the Communicative English Course of FLTC
  • •  Md. Zulfeqar Haider   
    •  Takad Ahmed Chowdhury   
    • p91
    •  PDF 
      
• • Students’ Perceptions of Using a Novel as Main Material in the EFL Reading Course
  • •  Chih-hsin Tsai   
    • p103
    •  PDF 
      
• • The Relationship between EFL Learners’ Self-efficacy Beliefs and Their Language Learning Strategy Use
  • •  Alireza Bonyadi   
    •  Farahnaz Rimani Nikou   
    •  Sima Shahbaz   
    • p113
    •  PDF 
      
• • Identifying Teaching Style: The Case of Saudi College English Language and Literature Teachers
  • •  Aisha M. Alhussain   
    • p122
    •  PDF 
      
• • Focus Structure in Persian Interrogative Sentences: An RRG Analysis
  • •  Vali Rezai   
    •  Mozhgan Hooshmand   
    • p130
    •  PDF 
      
• • Lexical Evaluation of Teacher-made Coursebooks: Thai Case Studies of Foundation English Courses at Tertiary Level
  • •  Udorn Wan-a-rom   
    • p146
    •  PDF 
      
• • Sociolinguistics Inputs and English as Second Language Classrooms
  • •  Ofodu Graceful Onovughe   
    • p157
    •  PDF 
      
• • Pictures Speak Louder than Words in ESP, Too!
  • •  Seyyed Mahdi Erfani   
    • p164
    •  PDF 
      
• • Yemeni Teachers’ Beliefs of Grammar Teaching and Classroom Practices
  • •  Nemah Abdullah Ayash Ezzi   
    • p170
    •  PDF 
      
• • A Comparative Washback Study of IELTS and TOEFL iBT on Teaching and Learning Activities in Preparation Courses in the Iranian Context
  • •  Shiva Seyed Erfani   
    • p185
    •  PDF 
      
• • Using Authentic Materials for Extensive Reading to Promote English Proficiency
  • •  Siao-cing Guo   
    • p196
    •  PDF 
      
• • The Effect of Text Typographical Features on Legibility, Comprehension, and Retrieval of EFL Learners
  • •  Hassan Soleimani   
    •  Elham Mohammadi   
    • p207
    •  PDF 
      
• • Learning L2 Vocabulary with American TV Drama From the Learner’s Perspective
  • •  Yu-Chia Wang   
    • p217
    •  PDF 
      
• • A Closer Look at an English Language Curriculum of a Community College in Saudi Arabia
  • •  Islam A. AL-Murabit   
    • p226
    •  PDF 
      

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