English as a Foreign Language (EFL)

Affect is one of the factors that can greatly influence student success and within affective factors there is no doubt motivation is one of the most important ones.

What's the best way to acquire a second or third language? I'll give you a hint. It's not watching The Simpsons in Spanish!

The basic differences between Korean and English are significant enough that all of the automated and free translation services you can find online just won't work for you. Most of these services will offer Korean to English translations and the reverse, but the translations they provide are all but meaningless and useless.

Vocabulary is one of the most important aspects in teaching and learning a foreign language. In addition, vocabulary is the key of enriching the knowledge of a foreign/target language. Different perspectives of teaching vocabulary shed light on the complexity of helping learners achieve success in learning vocabulary appropriately.

If you're interested in an amazing experience by living in another country, you've probably thought about looking into how to teach English overseas. There are a number of reasons Americans want to find these teaching English abroad programs, but here are some of the top ones.

Less-proficient readers read and process what they have read at a slower rate than most of their peers.

Why are some students successful with learning languages and others struggle? Successful language learners tend to have four common characteristics.

The aim of this study was to explore the relationship between English Language Learning Strategies (LLSs) and motivational orientations including Amotivation, Extrinsic orientation and Intrinsic orientation. To do so, 131 university students, studying English as a Foreign Language (EFL), by use of cluster sampling were randomly selected. To assess English Language Learning Strategies, “Strategy Inventory for Language Learning (SILL)” and in order to estimate motivational orientation, Language Learning Orientations Scale (LLOS) were applied. Multiple Regression was used to analyze the data. The results displayed that there is a significantly negative relationship between scored obtained from LLSs and amotivtaion. Furthermore, no significant relationship has been found between Extrinsic orientation and LLSs; while there was a significantly positive relationship between Intrinsic orientation and scored obtained from LLSs.

This article has two main aims: to give teachers a variety of strategies for dealing with grammar in the classroom to explore ways of approaching grammar outside the classroom

As educators I know that any and all caring professionals go above and beyond the call of duty when working with students. Yet for some students no matter how much we push, or how much we reward, or how much we reprimand, or how much we encourage they simply do not respond. There are students out there who do not have the intrinsic motivation to do well nor do they have the push from home demanding they perform. These are the hardest kids to reach. There are of course specific reasons for each student as to why they might not be motivated. Some kids just don't like school, some kids have major issues at home which make school obsolete; and some kids appear to not care when really they are struggling and are too shy to ask for help.