Welcome to the Warwick ELT!
The new editorial team is proud to present the eleventh issue of The Warwick ELT e-zine. In this issue, we gathered articles from different contexts, and linguistic backgrounds, which provide insights into interesting topics such as motivation, teacher development, peer feedback, task-based learning and developing oral skills. Three of the articles in this issue are from current MA students from the Centre for Applied Linguistics at the University of Warwick, whilst we are pleased to also present an article from a lecturer from Bangladesh and a teacher from Brazil.
In this issue, Fariha-Tuz-Zahra Chowdhury, in her article “Graduate Students’ Perceptions- How Oral Presentation Skill Can Develop Confidence in Spoken English”, examines graduate students’perceptions about oral presentation activities and their confidence in spoken English through a qualitative study at the University of Dhaka, in Bangladesh. Gustavo Mota Carvalhaes, in his article “What are the Motivations for Learning English? Are they Good Fuel to Move On?”, explores motivation factors that encourage learners to decide to study English in Rio de Janeiro, Brazil. Nilufar Begibaeva, in her article “Evaluating of Potentials of MOOCs for Professional Development Teachers in Uzbekistan”, explores the advantages of using MOOCs for professional development courses for higher education teachers in Uzbekistan. In her article “Less student-interaction and teachers’ script-checking load: Can peer-review resolve these large class challenges?”, Nusrat Gulzar describes the benefits of peer-reviews in promoting interaction in EFL writing classes in relation to her experience of using this technique with undergraduate students at University of Dhaka, Bangladesh. Finally, Milena Altamirano, in her article “Task-Based Language Teaching: Challenges for its implementation in State Secondary Schools in Argentina”, reviews the underlying principles of TBLT and describes some of the challenges in its implementation in the context of state secondary schools in Argentina.
For ease of access, each of the articles can be found hyperlinked below:
- Graduate Students’ Perceptions- How Oral Presentation Skill Can Develop Confidence in Spoken English by Fariha-Tuz-Zahra Chowdhury
- What are the Motivations for Learning English? Are they Good Fuel to Move On? by Gustavo Mota Carvalhaes
- Evaluating of Potentials of MOOCs for Professional Development Teachers in Uzbekistan by Nilufar Begibaeva
- Less student-interaction and teachers’ script-checking load: Can peer-review resolve these large class challenges? by Nusrat Gulzar
- Task-Based Language Teaching: Challenges for its implementation in State Secondary Schools in Argentina by Milena Altamirano
We hope that this month’s contributions provide further insights into issues that are relevant to English Language Teaching and Applied Linguistics. We also hope that these articles inspire those interested in the field to submit their contributions to help The Warwick ELT grow. We kindly welcome any comments, that may help us improve this publication and we would also appreciate you share this content to the community in the hope that more and more student teachers, teachers, teacher trainers, and professionals become involved.
Finally, we would like to thank all of those whose effort has gone into the creation of this edition of the e-zine.
Cecilia Nobre, Nusrat Gulzar and Milena Altamirano