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 ...

This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisica...

PURPOSE To develop a cross-cultural Ocular Surface Disease Index (OSDI) for the Brazilian population and analyze its validity and effectiveness. METHODS Based on the guidelines of Guillemin et al., four English teachers, an ophthalmologist, a rheumatologist, two ophthalmology residents and a native American who does not speak Portuguese were invited. The procedure followed the steps: translat...

This paper examines the status and identity of teachers English as a foreign language in South Korea. In many parts world, is taught second, foreign, or additional language. The native non-native English-speaking debated often. However, dichotomy not straightforward it might appear because difference between speakers does sufficiently describe identities, linguistic abilities, teaching skills t...

The present study investigated the relationships among willingness to communicate, communication apprehension, and self-perceived communication competence in Persian (L1) versus English (L2). A total number of 235 adult native Persian EFL learners were selected through convenience sampling to participate in the study. The population consisted of 118 intermediate learners and 113 upper-intermedi...

Emerging from the growing body of work on English medium instruction (EMI) in higher education are challenges to policy implementation, particularly when it is implemented top-down without a careful needs analysis or fails address problems associated with ‘English-only’ implementation and so-called ‘native speaker’ norms. Our study responds this need by exploring role EMI classrooms. We draw da...