An Alternative Mini-project Design Proposal for the English Textbook Mastermind

ABSTRACT: Training of a social actor as a new goal set by the Common European Framework of Reference for Languages (CEFR) necessitates a transition from the communicative approach to the action-oriented approach, a transition from training successful communicators to training social actors. Communicative textbooks, mostly, employ situations of communication (e.g. […]

The Effect Of Virtual Reality Enhanced Learning Environment On The 7th-Grade Students’ Reading And Writing Skills In English

ABSTRACT: The aim of this study is to investigate the effect of virtual reality (VR) enhanced learning environment on the 7th-grade students’ academic achievements in reading and writing in English. Within the scope of the experimental application of the research, the “planets” unit topic was selected from the 7th-grade syllabus […]

The Implementation of Educational Projects in Social-action-based Learning

ABSTRACT: CEFR (Common European Framework of Reference for Languages) sets the goal of training social actors in language teaching, which implies a shift from the communication paradigm to the social action paradigm or from training successful communicators, who are involved in exchange of information in contact situations, to training social […]

A COMPARISON OF THE 2013 AND 2018 PRIMARY AND SECONDARY SCHOOLS ELT CURRICULA IN TURKEY: AN ANALYSIS OF 7th-GRADE SYLLABI

ABSTRACT: The aim of this study is to compare the 2013 and 2018 primary and secondary schools ELT curricula in Turkey in order to explore which new contributions the 2018 ELT curriculum brought compared to the previous curriculum, namely, 2013 ELT curriculum. While the two curricula are compared in detail, […]

The Action-Oriented Approach: Integrating Democratic Citizenship Education into Language Teaching

ABSTRACT: The action-oriented approach in language teaching as adopted by the Common European Framework of Reference for Languages (CEFR) and developed in detail by Puren (2004a, 2009b, 2011d, 2013, 2014a, 2014b, 2016, 2017g), has a dual aim, unlike the communicative approach, of both proposing a framework for teaching languages and […]

Devising Classroom Activities for English as an International Language Pedagogy

ABSTRACT: This paper exemplifies activities devised to raise awareness of EIL students in monolingual classrooms. The ultimate aim is to prepare students for intercultural communication with English users of different varieties of English from different cultural backgrounds by first exposing the students in their monocultural classroom to Englishes from multicultural […]

On EIL Competence

ABSTRACT: This article critically examines the theoretical framework of communicative competence as developed by Canale (1983) from the perspective of English as an International Language with the claim that the traditional notion of communicative competence reflecting the native English speakers’ linguistic, sociolinguistic, discourse and strategic norms is not appropriate as […]

Teaching Languages From a Distance Through Multipoint Videoconferencing

ABSTRACT: The most commonly used and discussed videoconferencing mode for teaching languages from a distance is two-way simultaneous, or point-to-point, videoconferencing. Applications of multipoint videoconferencing to language classes, however, are not very common. This article aims to fill that gap by presenting the technical and pedagogical dimensions of a pilot […]

Models, Norms and Goals for English as an International Language Pedagogy and Task-Based Language Teaching and Learning

ABSTRACT: It is now a widely accepted phenomenon that English has spread to become a world language or a global lingua franca. Based on the increasing diversity in users and uses of English in cross-cultural settings at the present time, the assumptions of current approaches in ELT are currently being […]

Page 1 Page 2