The purpose of this study is threefold. First, it aims to discuss the concept native-speakerism in English language teaching and how such an ideology still manifested discriminatory practices between native English-speaking teachers (NESTs) non-native (non-NESTs). Second, seeks explore Moroccan EFL students’ (MEFLSs) attitudes towards NESTs non-NESTs. Finally, endeavours measure teachers’ (MEFL...

In this paper, we describe development of an instructor support system for native Japanese teachers who instruct Japanese to international students focusing on the differences in meanings between Chinese and Japanese. Although native speakers of Chinese who are learning Japanese have basic knowledge of Kanji (Chinese character), it is hard for them to learn Japanese. In this research, we analyz...

The study of compliment speech act has been under investigation on many occasions in recent years. In this study, an attempt is made to explore appraisals performed by native English speakers and Iranian EFL learners to find out how these two groups diverge or converge from each other with regard to complimenting patterns and norms. The participants of the study were 60 advanced Iranian EFL lea...

Teaching in 21st-century schools cannot easily be separated from technology-based solutions. Instead, technology is increasingly becoming an essential tool for any teacher’s toolbox, especially the new teacher who is often considered a digital native (i.e., someone who has grown up with digital technologies) (Prensky, 2005). Whether it is online state assessments, Internet-based grade books, wi...

Among topics in the field of pragmatics, some seem to be in a more rigorous need of investigation. Pragmatic assessment and specifically the issue of pragmatic rating are among issues which deserve more thorough consideration. The purpose of this study was to examine rater criteria and its consistency and variability in the assessment of Iranian EFL learners’ production of compliments based on ...