abstract genre-based approach has been the focus of interest in the teaching of language since the mid1980s. genre is defined in terms of the use of language in conventionalized communicative settings. the present study made an attempt to scrutinize the effects of genre-based pedagogy on iranian pre-intermediate efl leaners' reading comprehension as well as the interaction between their re...

This paper provides the first analysis of the relationship between the language mix of Limited English Proficient (LEP) peers and student achievement, using detailed panel data from 2006 to 2012. Percent LEP has a negative association with mathematics and reading test scores, more so for non-LEP students than for LEP students. The overall language mix of LEP students has little if any discernab...

Foreign language anxiety impedes acquisition. Previous studies in various cultural contexts have found significantly negative and moderately high correlations between scores on the Language Classroom Anxiety Scale (FLCAS) foreign grades. This study aims to investigate factor structure of FLCAS Saudi Arabian context determine whether main factors predict English achievement, as operationalised b...

This paper presents findings of a study of recognition vocabulary knowledge as a predictor of written Academic English Proficiency (AEP) and overall Academic Achievement in an English medium higher education program in an English-as-a-Foreign-Language (EFL) context. Vocabulary knowledge was measured using a Timed YES/NO (TYN) test. AEP was assessed using an academic writing test based on IELTS....

Following this curriculum, students will learn content-related information while acquiring English language skills in listening, speaking, reading, and writing. The emphasis on teaching English for academic purposes entails the development of thinking skills. LANGUAGE SKILLS ARE INTERDEPENDENT. Listening, speaking, reading, and writing skills are not thought of by language users as independent ...