Teachers should have acceptable ratios of multiple intelligences. Knowing their most dominate intelligence, teachers will be capable understanding and considering the intelligences students. Accordingly, they able to use Gardner’s theory as an effective approach teaching for all kinds learners not limited a specific type students especially those who high verbal-linguistic logic-mathematical

The aim of this study is to explore the CELTA course from perspective EFL instructors. A single case qualitative research methods employed in study. sample consists 6 instructors working for a private university Turkey. quantitative data was obtained through evaluation survey. Qualitative gathered by open-ended questions and interview forms developed researcher also with documents. Descriptive ...

Nowadays, students are required to improve their speaking skill more than any other language skill. Since, is difficult develop in EFL classes teachers need use effective strategies teach and assess this A student's ability speak determined by explain something or express themselves verbally. This paper aims at finding out Kurdish instructors ‘perspectives on role assessing the classroom used f...

Being reflective is one of the most paramount capabilities that instructors need to be ready with post-method technology for their professional growth and development. The present study aimed discover teaching from extraordinary views in phrases a) determinants simulate reflect, b) outcomes revel due teaching, c) boundaries can get up prevent teaching. A qualitative data approach was hired accu...

The present study investigated the time attitudes (TAs) of EFL learners and their willingness preference to share TAs with peers instructors. Limited research has explored —a distinct meaningful part temporal perspective that encompasses positive negative feelings about past, present, future experiences English language learning. Participants were 229 students technical administrative diploma p...

This article reports on a study that examined the effects of integrating corpus and contextualized lexicogrammar in foreign and second language teaching. The study was conducted in English as a foreign language (EFL) and English as a second language (ESL) courses at 1 Chinese university and 2 U.S. universities, involving 244 participants (236 EFL/ESL students and 8 instructors). A variety of da...