Vol. 6, No. 12 (2013), English Language Teaching

• • The Effect of Pre-Task Planning Time on L2 Learners’ Narrative Writing Performance
  • •  Keivan Seyyedi   
    •  Shaik Abdul Malik Mohamed Ismail   
    •  Maryam Orang   
    •  Maryam Sharafi Nejad   
    • p1
    •  PDF 
      
• • Listening Comprehension Performance Viewed in the Light of Emotional Intelligence and Foreign Language Listening Anxiety
  • •  Mohammad Reza Valizadeh   
    •  Parviz Alavinia   
    • p11
    •  PDF 
      
• • English Bar as a Venue to Boost Students’ Speaking Self-Efficacy at the Tertiary Level
  • •  Mingxu Liu   
    • p27
    •  PDF 
      
• • Relations among L1 Reading, L2 Knowledge, and L2 Reading: Revisiting the Threshold Hypothesis
  • •  Gi-Pyo Park   
    • p38
    •  PDF 
      
• • Effects of Multimedia Annotations on Thai EFL Readers’ Words and Text Recall
  • •  Jenjit Gasigijtamrong   
    • p48
    •  PDF 
      
• • Using Group Discussion with Taiwan’s EFL College Students: A Comparison of Comprehension Instruction for Book Club, Literature Circles, and Instructional Conversations
  • •  Fu-Yuan Shen   
    • p58
    •  PDF 
      
• • Language Learning Strategies and Beliefs about Language Learning in High-School Students and Students Attending English Institutes: Are They Different?
  • •  Fateme Saeb   
    •  Elham Zamani   
    • p79
    •  PDF 
      
• • Factors Negatively Affect Speaking Skills at Saudi Colleges for Girls in the South
  • •  Mona. M. Hamad   
    • p87
    •  PDF 
      
• • Malaysian ESL Students’ Syntactic Accuracy in the Usage of English Modal Verbs in Argumentative Writing
  • •  Jayakaran Mukundan   
    •  Khairil Anuar bin Saadullah   
    •  Razalina binti Ismail   
    •  Nur Hairunnisa binti Jusoh Zasenawi   
    • p98
    •  PDF 
      
• • TPS as an Effective Technique to Enhance the Students’ Achievement on Writing Descriptive Text
  • •  M. Pd. Sumarsih   
    •  Dedi Sanjaya   
    • p106
    •  PDF 
      
• • Negotiation of Meaning and Modified Output Elicitation across Two Tasks
  • •  Mehdi Rahimian   
    • p114
    •  PDF 
      
• • Classroom Practice to Translate Classical Chinese Poetry
  • •  Huifang Tian   
    • p129
    •  PDF 
      
• • Does Input Enhancement Work for Learning Politeness Strategies?
  • •  Mohammad Khatib   
    •  Mahmood Safari   
    • p136
    •  PDF 
      
• • Discourse Markers and Spoken English: Nonnative Use in the Turkish EFL Setting
  • •  Asuman Asik   
    •  Pasa Tevfik Cephe   
    • p144
    •  PDF 
      
• • Thai English Teachers’ Understanding of “Postmethod Pedagogy”: Case Studies of University Lecturers
  • •  Saksit Saengboon   
    • p156
    •  PDF 
      
• • A Corpus-Based Study on English Prepositions of Place, in and on
  • •  Asmeza Arjan   
    •  Noor Hayati Abdullah   
    •  Norwati Roslim   
    • p167
    •  PDF 
      
• • The Use of Online Corrective Feedback in Academic Writing by L1 Malay Learners
  • •  Soo Kum Yoke   
    •  Cecilia Bai Rajendran   
    •  Noridah Sain   
    •  Puteri Nur Hidayah Kamaludin   
    •  Sofwah Md Nawi   
    •  Suhaili Mohd Yusof   
    • p175
    •  PDF 
      
• • An Empirical Analysis of the Relationship between Foreign Language Reading Anxiety and Reading Strategy Training
  • •  Seyit Ahmet Capan   
    •  Rumeysa Pektas   
    • p181
    •  PDF 
      
• • A Study on the Functions of Western Cultural Non-Verbal Behavior in English Classroom in China
  • •  Yuehong Wei   
    • p189
    •  PDF 
      

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