Incorporated in 1966, TESOL is a global association for English language headquartered in Virginia, USA and in many other developed countries. In addition, TESOL includes professional teachers in the field of English so that learners may get a quality education. TESOL consists of a network of approximately 50,000 educators worldwide. Additionally, ESL and EFL consist of 10,000 individual members. Discipline and professionalism are strictly maintained. Both ESL and EFL produce serial publications to members, and provide electronic sources on current issues, opportunities, and ideas in the field of English language teaching. Known for its annual convention, workshops, and symposia, both ESL and EFL are the world leaders in professional development opportunities for English language educators. Both EFL and ESL's mission is to develop and maintain expertise in the field of English, more so teaching and speaking English to speakers of Other languages worldwide. This essay will focus on two questions: is there a difference in teaching styles between ESL and EFL, and how should one teach more effectively in ESL and EFL contexts.
In an academic context, EFL/EAP students must become proficient in the skills of reading and research paper writing in order to meet the requirements of the courses in their fields of study. However, many of these students do not like to read, especially in English, and some of them have never written a research essay or paper, in which they cite and integrate information from sources into their own writing, even in their own languages. Group activities encourage students to do such tasks, as they can analyze and discuss the material together and peer teach each other. Unfortunately, some students still do not share in doing the activity, so they do not benefit from it and disappoint their teammates. The Jigsaw method plugs this gap as each member of a group has an integral role to play, on which other members of the group depend to achieve the task. The students are in control and the teacher is a facilitator who helps and provides necessary explanation. Jigsaw provides the learners with a chance to be responsible autonomous learners. Jigsaw is used here for reading and introducing research essay writing, but it can be used with any reading passage in any teaching context.
The main aim of this essay is to establish the major differences and similarities between ESL and EFL. Also, how this effect the teaching styles and how to teach more effectively in both. Additionally, the essay examines various literatures and provides a foundation or a basis of argument. Similarly, it provides a theoretical framework for the essay and orients the readers. The target participants of the subject in question include teachers who are involved in the teaching and process. Also, the implication of the essay is to provide findings and give recommendation regarding the essay question.
The role of logical/mathematical intelligence in SL writing has not clearly been discovered, and linguistic intelligence is claimed to be the key factor responsible for SL skills. This study attempts to investigate the relationship between quantitative usage of logical connectors in terms of both token and type, in Iranians’ EFL essay writing and their logical/mathematical and linguistic intelligences. The required data was supplied from a corpus of 300 essay-type compositions written by 100 sophomore English major students, as well as an intelligence questionnaire. The findings revealed that EFL students with higher logical/mathematical intelligence tend to use more logical-connectors in their essay writing.
The Role of Motivation in High School Efl Classrooms in China Essay
Essay tests are widely used to assess ESL/EFL learners' writing abilities for instructional, administrative, and research purposes. Relevant literature was searched to identify 70 empirical studies on ESL/EFL essay tests. The majority of these studies examined task, essay, and rater effects on essay rating and scores. Less attention has been given to the effects of examinee factors, scoring methods, and assessment contexts. This absence seems mainly to be the result of a traditional concern with controlling for task and rater variability as 'sources of measurement error.' This article argues for viewing these factors as 'sources of variability' that contribute to the richness and uniqueness of the contexts within which writing performance and assessment occur and for taking them into account when interpreting and using essay test scores. The paper concludes with several implications for research and practice.
Rating scale impact on EFL essay marking: A mixed-method study ..
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Essay Writing for EFL Learners and International Students
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