{"id":4008,"date":"2022-11-08T17:00:02","date_gmt":"2022-11-08T09:00:02","guid":{"rendered":"https:\/\/www.nus.edu.sg\/celc\/?page_id=4008"},"modified":"2022-11-08T17:01:11","modified_gmt":"2022-11-08T09:01:11","slug":"reflections-on-english-language-teaching","status":"publish","type":"page","link":"https:\/\/www.nus.edu.sg\/celc\/resources\/reflections-on-english-language-teaching\/","title":{"rendered":"Reflections on English Language Teaching"},"content":{"rendered":"\r\n

Reflections on English Language Teaching<\/h1>\r\n

Volume 1<\/strong><\/h3>\r\n

Editorial<\/a><\/p>\r\n

“Bo Cai Zhong Chang” – A Slogan for Effective ELT Methodology for College English Education<\/a>
Feng Anwei “You Dig Tree Tree to NUS”: Understanding Singapore English from the Perspectives of International Students<\/a>
Carissa Young Strategy Training for English Language Learners from PRC<\/a>
Susan Tan Language Learning Strategies and English Language Proficiency: An Investigation of Chinese ESL Students at NUS<\/a>
Zhang Mingyuan Pronunciation Problems of PRC Students<\/a>
Laina Ho Empirical Errors in PRC Students’ English Compositions<\/a>
Tan Cheng Lim Reflections of ESL and EFL Students Through Email<\/a>
Happy Gob & Tan Kim Luan Learner Diaries as a Tool to Heighten Chinese Students’ Metacognitive Awareness of English Learning<\/a>
Carissa Young & Fong Yoke Sim<\/p>\r\n

Volume 2<\/strong><\/h3>\r\n

Exploring Thematic Analysis as a Possible Self-Revision Method for ESL\/EFL Writers<\/a>
Deng Xudong Exploring the Writer’s Opinion in Two Undergraduates’ Written Reports<\/a>
Wu Siew Mei Explicit Strategy Training for Teaching Reading: Some Classroom Findings<\/a>
Chitra Varaprasad A Case Study of Learner Insights on the Role of Team Input and Interaction among First-year Engineering Students in a Team-writing Project<\/a>
Radhika Jaidev A Two-way Mirror: Reflections of Learners and Teachers on Language Skills for Science Undergraduates<\/a>
Fong Yoke Sim, Ho Poh Wai, & Judith Lindley PRC Students’ Language Learning Experiences<\/a>
Lee Kooi Cheng & Janet Chan Intercultural Competency for TESOL Professionals<\/a>
Feng Anwei Assessing the Response of Chinese Students to Self and Peer Evaluation of Oral Presentation Skills<\/a>
Laina Ho INTERACTIVE E-TEXTS<\/a>
June Ngoh<\/p>\r\n

Volume 3<\/strong><\/h3>\r\n

Using ICT to Enhance Traditional Classroom Instruction for Computer Science Undergraduates<\/a>
Lim Hwee Ling Portfolios and Small Group Learning: Motivating Students in a Writing Class<\/a>
Susan Lopez-Nerney & Carol A. Binder Collocation Awareness in the Writing Process<\/a>
Yang Ying & Ann Hendricks Assessing Critical Thinking: Putting Discourse to the Test<\/a>
Peggy Chan Learning by Working Together: Analysing Student Responses to Collaboration in Small Teams<\/a>
Rose Lu & Ulrike Murfett Exploring EFL Learners’ Response to One-to-one Tutoring Feedback\u00a0<\/a>
Laina Ho To Each His Own<\/a>
Chew Moh Leen<\/p>\r\n

Volume 4<\/strong><\/h3>\r\n

Language learning in China: The experience of four learners<\/a>
Agnes Lam
The University of Hong Kong<\/em> The length approach to ELT<\/a>
Wang Chuming
Guangdong University of Foreign Studies<\/em> A case for using literature to teach business English<\/a>
Lim Meng Choo
National University of Singapore<\/em> Using case-based learning to enhance awareness of communication principles: An exploratory study<\/a>
Loong Yvonne Chi-Wan and Susan Lopez-Nerney
National University of Singapore<\/em> Peer evaluation in a Filipino L2 speech class: “Speaking the unspeakable?”<\/a>
Mildred A. Rojo-Laurilla
De La Salle University-Manila, Philippines<\/em> The grammar we teach<\/a>
James Mannes Bourke
University of Brunei<\/em> Using peer evaluation to promote independent learning in report writing<\/a>
Norhayati Mohd Ismail, Ho Poh Wai, and T. Ruanni F. Tupas
National University of Singapore<\/em><\/p>\r\n

Volume 5 No 1<\/strong><\/h3>\r\n

Assessing EFL learners’ interlanguage pragmatic knowledge: Implications for testers and teachers<\/a>
Liu Jianda
Guangdong University of Foreign Studies<\/em> Sources of difficulties in cross-cultural communication and ELT: The case of the long-distance “but” in Chinese discourse<\/a>
Hao Sun
Indiana-Purdue University, Fort Wayne<\/em> Innovative Modes of Continual Assessment: Perspectives of undergraduate students<\/a>
Tay-Koay Siew Luan
National Institute of Education, Singapore
<\/em>June Ngoh
National University of Singapore<\/em> Appropriate formative assessment in a collectionist culture<\/a>
Paul Stables
Hong Kong Shue Yan College<\/em> University language advising: Is it useful?<\/a>
Hayo Reinders
University of Auckland<\/em> Methods and materials for motivation and learner autonomy<\/a>
Phyllis Wachob
The American University in Cairo<\/em> The operation of value in undergraduate English language essays<\/a>
Wu Siew Mei
National University of Singapore<\/em> Developing email exchange projects in the university classroom: Recommendations for successful implementation<\/a>
Marlen Elliot Harrison
Indiana University of Pennsylvania<\/em> Discussion forum as a secondary coach<\/a>
Chien-Ching Lee
Nanyang Technological University<\/em><\/p>\r\n

Volume 5 No 2<\/strong><\/h3>\r\n

The Naturalized Role-play: An innovative methodology in cross-cultural and interlanguage pragmatics research<\/a>
Giao Quynh Tran
The University of Melbourne<\/em> “Don’t worry a lot, dear!”: Reflections of PRC ESL learners on their English language learning experience<\/a>
Fong Yoke Sim
National University of Singapore<\/em> Children using dictogloss to focus on form<\/a>
Juliana Shak
Universiti Brunei Darussalam<\/em> Reading strategies: Caught or taught?<\/a>
Chitra Varaprasad
National University of Singapore<\/em> Book clubs and extensive reading in a predominantly media-oriented world: Reflections on an experience in Croatia<\/a>
Melanija Marusic
University of Split<\/em> Helping Chinese EFL students develop learner autonomy through portfolios<\/a>
Zhenhui Rao
Jiangxi Normal University<\/em> English Prime: A pedagogical tool in teaching writing to law matriculation students in Kedah, Malaysia<\/a>
Ho Chui Chui
Universiti Teknologi MARA Kedah<\/em><\/p>\r\n

Volume 6 No 1<\/strong><\/h3>\r\n

Cover<\/a><\/p>\r\n

Investigating readiness for autonomy: A comparison of Malaysian ESL undergraduates of three public universities<\/a>
Thang Siew Ming and Azarina Alias
Universiti Kebangsaan Malaysia<\/em> Applying metacognition in EFL writing instruction in China<\/a>
Yuehai Xiao
Macau University of Science and Technology<\/em> Verbal complementation: A pedagogical challenge<\/a>
James Mannes Bourke
University of Brunei Darussalam<\/em> Language learning beyond words: Incorporating body language into classroom activities<\/a>
Tammy S. Gregersen
University of Northern Iowa<\/em> Learning communities in university classrooms<\/a>
Sujata S. Kathpalia and Koo Swit Ling
Nanyang Technological University, Singapore<\/em><\/p>\r\n

Volume 6 No 2<\/strong><\/h3>\r\n

Cover<\/a><\/p>\r\n

Blogs in English language teaching and learning: Pedagogical uses and student responses<\/a>
Brad Blackstone
National University of Singapore<\/em>
John Spiri
Tokyo University of Agriculture and Technology<\/em>
Naeko Naganuma
Akita International University<\/em> Relatedness and learner autonomy: A case study of an adult refugee learning English in Ireland<\/a>
Lorna Carson
Trinity College Dublin<\/em> English for maritime purposes: Communication apprehension and communicative competence among maritime students in the Philippines<\/a>
Mildred A. Rojo-Laurilla
De La Salle University-Manila<\/em> Overcoming Asian stereotypes: Opportunities for enhancing student participation in Chinese ELT classes<\/a>
Rebecca Belchamber
La Trobe University<\/em> Performance as kinesis: Facilitation and language teaching as activist performance<\/a>
Gene Segarra Navera
National University of Singapore<\/p>\r\n

Volume 7 No 1<\/strong><\/h3>\r\n

Cover<\/a><\/p>\r\n

Pedagogies for plainer talk: Reclaiming the commons of discourse <\/a>
Everything has changed except our way of thinking-A. Einstein
Bill Templer
University of Malaya<\/em> Online study of frequency list vocabulary with the WordChamp website<\/a>
John Spiri
Tokyo University of Agriculture and Technology<\/em> Elementary school EFL teachers’ beliefs and practices of multiple assessments<\/a>
Yu-Ching Chan
National Taipei University of Education<\/em> Social presence and learner participation in a text chat<\/a>
Pramela Krish
Universiti Kebangsaan Malaysia<\/em> Extensive reading in an ESL class in the United States: Some good points<\/a>
Handoyo Puji Widodo
Politeknik Negeri Jember (Vocational College), East Java, Indonesia<\/em>
Indiana University of Pennsylvania, PA, USA<\/em><\/p>\r\n

Volume 7 No 2<\/strong><\/h3>\r\n

Chinese graduate students’ perceptions of group size, efficiency and conflict in peer response<\/a>
Lee Wai Ying
National University of Singapore<\/em> Co-teaching between native and non-native English teachers: An exploration of co-teaching models and strategies in the Chinese primary school context<\/a>
Liwei Liu
Yunnan Nationalities University<\/em> Making a case for skills\/strategies-based instruction for L2 listening development<\/a>
Lawrence Jun Zhang
National Institute of Education, Nanyang Technological University<\/em> Interdisciplinary collaboration in English language teaching: Some observations from subject teachers’ reflections<\/a>
Cynthia Lee
Hong Kong Baptist University<\/em> Re-educating our hearts: Reflections on teaching low-performing English language learners<\/a>
Lim Meng Leng
National University of Singapore<\/em> Teaching appropriate text borrowing practices to law students in an Asian university<\/a>
Ho Chui Chui
Universiti Teknologi MARA Kedah<\/em><\/p>\r\n

Volume 8 No 1\u00a0<\/strong><\/h3>\r\n

Developing a critical ethos in Higher Education:<\/a>
What undergraduate students gain from a Reader Response task
Ramona Tang
National Institute of Education, Singapore<\/em> Collocability as a problem in L2 production<\/a>
Abbas Brashi
Umm Al-Qura University, Saudi Arabia<\/em> ELT games and teacher beliefs: The use of games in teacher education in Oman<\/a>
Ali S.M. Al-Issa
Sultan Qaboos University, Oman<\/em> Reflections on using the Foxfire Approach as a collaborative strategy in avoiding plagiarism in academic writing<\/a>
Paolo Ni\u00f1o Valdez
De La Salle University, Manila<\/em> Digital language labs with CALL facilities in India: Problems and possibilities<\/a>
Seemita Mohanty
National Institute of Technology, Rourkela<\/em><\/p>\r\n

Volume 8 No 2<\/strong><\/h3>\r\n

“Try to describe the main point of your lesson.”: Student perception and identification of learning objectives in English lessons<\/a>
Ruth M.H. Wong
The Hong Kong Institute of Education<\/em> The Haiku<\/em> as language game, syllogism and montage<\/a>
James Leslie Myers
Ming Chuan University, Taiwan<\/em> Oral presentations for English proficiency purposes<\/a>
Richard Miles
Nanzan University, Japan<\/em> Outsourcing in-service education in Japan: Challenges and issues<\/a>
Melodie Cook
University of Niigata Prefecture<\/em> ELT in Iranian high schools in Iran, Malaysia and Japan: Reflections on how tests influence use of prescribed textbooks<\/a>
Mohammad Reza Ghorbani
University Putra Malaysia<\/p>\r\n

Volume 9 No 1<\/strong><\/h3>\r\n

A principled approach to incorporating second language acquisition research into a teacher education programme<\/a>
Rod Ellis
University of Auckland and Shanghai International Studies University<\/em> Depth of academic vocabulary knowledge: Investigating depth of academic vocabulary knowledge among language-minority community college students<\/a>
Maricel G. Santos
San Francisco State University, California, USA<\/em> “I wonder why they don’t talk to us more”: Exploring interdisciplinarity in Japanese higher education<\/a>
John Adamson
University of Niigata Prefecture, Japan<\/em> Chinese ELT students in India: Some reflections on the use of instructionist and learner-centred activities<\/a>
K. Meenakshi
Vellore Institute of Technology, Tamil Nadu, India<\/em><\/p>\r\n

Writing for Reflections on English Language Teaching<\/a><\/p>\r\n

Volume 9 No 2<\/strong><\/h3>\r\n

Prelim<\/a><\/p>\r\n

Investigating Raters’ Use of Analytic Descriptors in Assessing Writing<\/a>
Wu Siew Mei
National University of Singapore<\/em> Learning Strategies for Vocabulary Development<\/a>
Yongqi Gu
Victoria University of Wellington, New Zealand<\/em> Academic Writing Development of ESL\/EFL Graduate Students in NUS<\/a>
Deng Xudong, Lee Kooi Cheng, Chitra Varaprasad, and Lim Meng Leng
National University of Singapore<\/em> Effects of Dialogue Journals on L2 Students’ Writing Fluency, Reflections, Anxiety, and Motivation<\/a>
Ming-Tzu Liao and Chia-Tzu Wong
National Kaohsiung Normal University, Taiwan<\/em> Applying Formal Vocabulary to Academic Writing: Is the Task Achievable?<\/a>
Amy Man Lai Chi
Hong Kong University of Science and Technology, Hong Kong<\/em><\/p>\r\n

Volume 10 No 1<\/strong><\/h3>\r\n

Socio-psychological Factors and Strategy Use in Singaporean Schoolchildren’s English Literacy Learning<\/a>
Wengao Gong, Donglan Zhang, Lawrence Jun Zhang, and Tamas Kiss
English Language and Literature Academic Group, National Institute of Education,<\/em>
Nanyang Technological University of Singapore<\/em>
May Yin Ang-Tay
English Language Institute of Singapore<\/em> Investing in Learning English: A Case of Three Saudi Students in Singapore<\/a>
Radhika Jaidev
Centre for English Language Communication, National University of Singapore<\/em> A Sociocultural Perspective on Second Language Acquisition: The Effect of High-structured Scaffolding versus Low-structured Scaffolding on the Writing Ability of EFL Learners<\/a>
Sasan Baleghizadeh and Abbas Timcheh Memar
Shahid Beheshti University, G.C.<\/em>
Hossein Timcheh Memar
Allameh Tabataba’i University<\/em> Representations of Self in Reflection Essays of Philippine University Students<\/a>
Isabel Pefianco Martin
Ateneo de Manila University<\/em> L2 Learner Individual Differences: An Integrative and Contextualist Perspective<\/a>
Zhengdong Gan
Hong Kong Institute of Education<\/em> Practice Makes Perfect Despite Imperfect Theory<\/a>
Isagani R. Cruz
De La Salle University, Philippines<\/em> Genre Learning: Resources, Strategies, and Contexts<\/a>
Deng Xudong
Centre for English Language Communication, National University of Singapore<\/em><\/p>\r\n

Writing for Reflections on English Language Teaching<\/a><\/p>\r\n

Volume 1 <\/a> Volume 2 <\/a> Volume 3 <\/a> Volume 4 <\/a> Volume 5 No 1 <\/a> Volume 5 No 2 <\/a> Volume 6 No 1 <\/a> Volume 6 No 2 <\/a> Volume 7 No 1 <\/a> Volume 7 No 2 <\/a> Volume 8 No 1 <\/a> Volume 8 No 2 <\/a> Volume 9 No 1 <\/a> Volume 9 No 2 <\/a> Volume 10 No 1 <\/a><\/p>\r\n","protected":false},"excerpt":{"rendered":"

Reflections on English Language Teaching Volume 1 Editorial “Bo Cai Zhong Chang” – A Slogan for Effective ELT Methodology for College English EducationFeng Anwei “You Dig Tree Tree to NUS”: Understanding Singapore English from the Perspectives of International StudentsCarissa Young Strategy Training for English Language Learners from PRCSusan Tan Language Learning Strategies and English Language …<\/p>\n

Reflections on English Language Teaching<\/span> Read More »<\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"parent":3185,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-4008","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.nus.edu.sg\/celc\/wp-json\/wp\/v2\/pages\/4008","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.nus.edu.sg\/celc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.nus.edu.sg\/celc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.nus.edu.sg\/celc\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.nus.edu.sg\/celc\/wp-json\/wp\/v2\/comments?post=4008"}],"version-history":[{"count":0,"href":"https:\/\/www.nus.edu.sg\/celc\/wp-json\/wp\/v2\/pages\/4008\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www.nus.edu.sg\/celc\/wp-json\/wp\/v2\/pages\/3185"}],"wp:attachment":[{"href":"https:\/\/www.nus.edu.sg\/celc\/wp-json\/wp\/v2\/media?parent=4008"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}