Vol. 3 No. 4 (2015)

Articles

• Representation of the Characters in the Claimed English as an International Language-Targeted Coursebooks

  Mehdi Solhi Andarab

  p294

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• Improving English Language Skills and Methods through Short Term Trainings: Bridging High School and University Teachers

  Hailu Wubshet, Fekede Menuta

  p306

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• Current Trends in ELT and Affordances of the Inverted CLIL Approach

  Kyria Rebeca Finardi

  p326

  • PDF
• Promoting the Autonomy of Taiwanese EFL Learners in Higher Education by Using Self-Assessment Learning Logs

  Lilian Chang, Michael Geary

  p339

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• Pre-Service and In-Service English as a Second Language Teachers’ Beliefs about the Use of Digital Technology in the Classroom

  Eva Kartchava, Seunghee Chung

  p355

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• A Cross-Examination of Female Masculinities and Male Femininities in Mema by Daniel Mengara

  Ayodele A. Allagbe, Akinola M. Allagbe

  p384

  • PDF
• The Integration of Interpretive Teaching and Assessment: Instructed by Portfolio Assessment

  Fen Gao

  p395

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• Determining an Appropriate Research Framework for Language Teaching and Learning in Higher Education

  Solomon A. Dansieh

  p405

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• Dylan Thomas’s 18 Poems: The Poet’s Articulate Voice

  S. Bharadwaj

  p418

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• Politics and Identity in an EFL Class: Did You Say a Suicide Bomb Attack?

  Nizar Kamal Ibrahim

  p439

  • PDF
• Second Language Learners’ Family Background and Their English Writing Competence: The Case of a Private Tertiary Institution in Ghana

  Edward Owusu, John Agor, Evershed Kwasi Amuzu

  p466

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• Teaching-Learning Anglophone Cultures at the University of Pedagogical Sciences of Holguín and at the ELC of Shantou University: A Comparative Study

  Yunier Perez Sarduy, John Harper, Manuel de Jesus Velazquez Leon

  p487

  • PDF
• Language and Culture

  Orly Kayam

  p500

  • PDF