International Journal of Language and Linguistics

Special Issue

Teaching English as a Foreign/Second Language

  • Submission Deadline: Sep. 30, 2014
  • Status: Submission Closed
  • Lead Guest Editor: Tiffany Smith
About This Special Issue
This special issue is prepared for scholars and researchers in ESL/EFL teaching and for self-motivated teachers who seek to publish and share their findings to enhance their teaching and the learning of their students. This issue welcomes any kinds of research paper on ESL/EFL teaching and learning and other ideas on how to guide students in the skills of listening, speaking, reading, and writing. It stresses the multifaceted nature of teaching the English language to non-native speakers and is based on the scientific-research papers.

This issue published a wide range of topics to coincide with a variety of teaching contexts-from K-12 schools, to university intensive language programs and refugee programs. Any research paper related to the topic of teaching and learning English will be welcome.

Recommended Topics:
1. Teaching English language skills
2. Teaching English language components
3. English as an international language (EIL) 4. English as a lingua franca (ELF)
5. English for special purposes and English for specific purposes (ESP)
6. English for academic purposes (EAP)
7. Computer Assisted Language Learning (CALL)
8. Translation in Teaching and learning
9. English language testing, evaluation and assessment
10. Teaching Young Learners English (TYLE)
11. Teacher education
12. Learners’ differences
13. Need analysis
14. Syllabus design and material development
15. Bilingualism and any other related topics.
Lead Guest Editor
  • Tiffany Smith

    Fortis College, Paradise, United States

Guest Editors
  • Dara Tafazoli

    Department of English, Islamic Azad University, Science & Research Branch, Iran

Published Articles
  • Marginalized Labeling: An Evaluation of English Speaking Africans Classified as ESL Students

    Olubukola Y. Salako

    Issue: Volume 2, Issue 5-1, October 2014
    Pages: 56-62
    Received: Jul. 04, 2014
    Accepted: Aug. 05, 2014
    Published: Feb. 01, 2015
    DOI: 10.11648/j.ijll.s.2014020501.18
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    Abstract: How should we view African students whose first language is English and their mother tongue? Should English speaking African students be placed in an ESL classroom with students whose English is not as proficient as theirs? This paper examines the essays of Nigerian students placed in an ESL class to determine if they are scholastically capable of ... Show More
  • Code Switching as a Robust Catalyst; a Useful Way to Become a More Strategic Language User

    Seyed Mohammad Mohammadi

    Issue: Volume 2, Issue 5-1, October 2014
    Pages: 47-55
    Received: Jun. 22, 2014
    Accepted: Aug. 05, 2014
    Published: Feb. 01, 2015
    DOI: 10.11648/j.ijll.s.2014020501.17
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    Abstract: Code switching, or as sometimes is spelled code-mixing (Muysken, 2000), is a widely observed phenomenon especially seen in multilingual and multicultural communities. In ELT classrooms, code switching comes into use either in the teachers’ or the students’ discourse. Although it is not favored by many educators, one should have at least an understa... Show More
  • Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective

    Quanisha Charles

    Issue: Volume 2, Issue 5-1, October 2014
    Pages: 39-46
    Received: Jul. 29, 2014
    Accepted: Aug. 28, 2014
    Published: Nov. 22, 2014
    DOI: 10.11648/j.ijll.s.2014020501.16
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    Abstract: Promoting cross-culturalism in the EFL context is imperative in today’s global society. EFL teachers should be prepared not only to raise cultural awareness and promote cross-cultural learning, but also to develop tools that evaluate cross-cultural competency and analyze student attitudes toward cross-culturalism. Due to a lack of interaction and e... Show More
  • Review of Computer-Assisted Language Learning: History, Merits & Barriers

    Dara Tafazoli , Niloofar Golshan

    Issue: Volume 2, Issue 5-1, October 2014
    Pages: 32-38
    Received: Aug. 26, 2014
    Accepted: Aug. 29, 2014
    Published: Sep. 05, 2014
    DOI: 10.11648/j.ijll.s.2014020501.15
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    Abstract: With the rapid development of technology, more and more language teachers and learners are eager to use technologies such as computer and the Internet for language learning and teaching. Undoubtedly, the use of technology in education has a positive effect on the achievements of language learners, but it is a necessity to consider all aspects of th... Show More
  • Intelligence Profile of Iranian Domestically Designed and Published ELT Textbooks and Students’ Multiple Intelligences

    Yoones Taaseh , Ahmadreza Mohebbi , Farzane Mirzaei

    Issue: Volume 2, Issue 5-1, October 2014
    Pages: 24-31
    Received: Jun. 29, 2014
    Accepted: Aug. 05, 2014
    Published: Sep. 05, 2014
    DOI: 10.11648/j.ijll.s.2014020501.14
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    Abstract: Theory of multiple Intelligences introduced by Howard Gardner (1983) is one of the most significant recent reforms in education which has been embraced enthusiastically by educationalists, curriculum developers, lesson planners, teachers and textbook designers. The main purpose of this study is to investigate domestically designed and published ELT... Show More
  • Exploring the Roles of Integrative and Instrumental Motivation on English Language Acquisition among Iranian Medical and Dentistry Students

    Zahra Hashemi , Maryam Hadavi

    Issue: Volume 2, Issue 5-1, October 2014
    Pages: 18-23
    Received: Jun. 21, 2014
    Accepted: Aug. 05, 2014
    Published: Sep. 02, 2014
    DOI: 10.11648/j.ijll.s.2014020501.13
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    Abstract: Motivation is an important aspect of language acquisition. This study was devised to determine the motivational orientations of medical and dentistry students at Rafsanjan University of Medical Sciences (RUMS) in English language acquisition. In this cross- descriptive study, 200 students of the dentistry and medical schools were chosen by census s... Show More
  • The Effect of Written Corrective Feedback on EFL Learners' Writing Performance: Explicit vs. Implicit

    Roya Pakbaz

    Issue: Volume 2, Issue 5-1, October 2014
    Pages: 12-17
    Received: Jul. 31, 2014
    Accepted: Aug. 09, 2014
    Published: Aug. 24, 2014
    DOI: 10.11648/j.ijll.s.2014020501.12
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    Abstract: The effectiveness of written corrective feedback has gained much interest among second language acquisition researchers since Truscott’s (1996) argument that grammar correction in L2 writing classes should be abandoned. In spite of the large body of research, there seems to be no unified agreement on the effectiveness of written corrective feedback... Show More
  • A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice

    Fatemeh Ahmadniay Motlagh , Alireza Sharif Jafari , Zohreh Yazdani

    Issue: Volume 2, Issue 5-1, October 2014
    Pages: 1-11
    Received: Jul. 31, 2014
    Accepted: Aug. 09, 2014
    Published: Aug. 24, 2014
    DOI: 10.11648/j.ijll.s.2014020501.11
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    Abstract: Task Based Language Teaching (TBLT) as an innovative approach is the development of Communicative Language Teaching (CLT). It has linguistic, philosophical and pedagogical bases, as well; however, its theories of learning are more fundamental than those of language. TBLT focuses on language itself, language acquisition and language performance, sim... Show More