The Effect of Research-Informed Reflective Sessions on the Quantity and Quality of Teachers ' Corrective Feedback on Students’ Paragraph Writing Chapter Ι Background and Purpose Writing is the most complex skill for second language learners. This difficulty can not only be attributed to creating and organizing new ideas, but can also be extended to the ability to transfer ideas to the appropriate context (Richards &Rendayana, 2002). Many factors are involved in process of writing that intensify
In this paper will be outlined on the provision of support for bilingual learning, which is the mother tongue and English, which will be used in the process of teaching and learning activities. Int his activity, also involves the use of the first language that will help pupils assess their educational abilities and the need for linguistic support, bilingual support for teaching and learning, and connecting with families to increase participation and progress in student learning. Keywords: Bilingualism
Native and Non-Native EFL Instructors’ Perspectives/ attitudes toward Teacher Trainers in terms of Observation Abstract This paper aims to provide answers to research questions as follows; in what ways, if at all, might I foster Native and Non-Native EFL Instructors’ Perspectives toward Teacher Trainers in terms of Peer Observation at Private University in Turkey? And how do Teacher Trainers influence native and non-native EFL Instructors’ Perspectives on observations? By conducting both qualitative
The research shows that grammatical rules should be taught explicitly, using what is called ‘form-focussed instruction’, rather than left implicit in the hope that learners will figure them out for themselves. Just as in first-language English, explicit grammatical analysis encourages both noticing and understanding: Why is metalinguistic activity [including grammatical analysis] on the part of learners apparently so valuable