Language Education in Asia最新文献

{"title":"Fostering Active Readers: A Collaborative Map Creation Activity for Deep Comprehension","authors":"M. Sudo, A. Takaesu","doi":"10.5746/LEIA/12/V3/I2/A07/SUDO_TAKAESU","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A07/SUDO_TAKAESU","url":null,"abstract":"This paper describes the procedures of a multimodal activity combining different collaborative, communicative modes—the creation of group concept maps and oral presentation of the maps—to assist college-level students in deciphering complex academic texts. Based on the perspective of social constructivism (Vygotsky, 1978), the authors attempt to explore how the activity provided Japanese university students with an opportunity to confirm and validate their own understanding of the texts and modify and integrate their understanding with that of their classmates with the common goal of attaining a deeper level of comprehension. Strong reading abilities are widely regarded as a crucial part of professional success. However, a considerable number of Japanese readers of English as a foreign language (EFL) are deficient in this area (Butler & Iino, 2005). While a variety of reasons account for the prevalence of this phenomenon, one could be attributed to a lack of practical solutions for fostering active reading (Robinson, 2011). Students in most university reading classes tend to passively consume the content of assigned texts without penetrating the underlying layers of meaning. Missing from many pedagogical practices are challenges that foist students into a more active role of reconstructing ideas through dialogue with texts, their authors, teachers, peers, and above all, the students themselves. This paper primarily chronicles the authors’ attempt to use concept maps as a means of empowering freshmen readers at a Japanese university to gain a deeper understanding of complex academic texts. Since its development in 1972 by Joseph D. Novak, concept mapping has been widely used in various educational environments as an effective method to facilitate the understanding of and relationships between essential concepts presented in texts. As Novak (1990), Novak and Canas (2006), and others have pointed out, creating concept maps facilitates participants’ learning processes by organizing and structuring new knowledge in relation to previously acquired knowledge. Concept maps work “as a kind of template or scaffold “ (Novak & Canas, 2006, p. 7) to visually display networks of interrelated concepts and enable students to trace the evolution of their thoughts. Language Education in Asia, 2012, 3(2), 184-195. http://dx.doi.org/10.5746/LEiA/12/V3/I2/A07/Sudo_Takaesu Language Education in Asia, Volume 3, Issue 2, 2012 Sudo and Takaesu Page 185 The paper begins with an overview of reading comprehension processes and the social constructivist approach based on the work of Vygotsky (1978). After a brief description of the set characteristics of a specific reading course at a Japanese university, the paper describes the procedures of the multimodal collaborative map creation activity and explores how it plays an essential role in facilitating students’ reading comprehension at a deeper level. Reading Comprehension Processes Current reading models regard reading comp","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129059888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Culture and Context: Challenges to the Implementation of English Language Curricula in Asia","authors":"Richmond Stroupe","doi":"10.5746/LEIA/12/V3/I2/A01/STROUPE","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A01/STROUPE","url":null,"abstract":"In the 1990s, the cultural appropriacy of the communicative approach in English as a Foreign and Second Language (EFL / ESL) instruction in Asia was being questioned (Ellis, 1996). Even then, researchers were discussing the cultural conflict which could possibly occur in the language learning environment between western native-speaking English instructors, who naturally brought with them their preconceptions of an educational context based on their cultural experiences, and their students, who had studied within and been influenced by different cultural traditions. This discussion continues, but while the focus in the past was on the duality of western teachers working with Asian learners, today the landscape of English language instruction in Asia is far more complex, representing a myriad of stakeholders, motivational underpinnings, and national education policies (Chen, Warden, & Chang, 2005; Kam, 2002; Littlewood, 2007; Tan, 2005; Warden & Lin, 2000).","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115703214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Broadening Language Learning Strategies for Asian EFL Students","authors":"D. Meyer","doi":"10.5746/LEIA/12/V3/I2/A12/MEYER","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A12/MEYER","url":null,"abstract":"This discussion paper looks into the field of language learning strategies (LLS) and makes a comparison to the traditional EFL context of many Asian learners. It is argued here that there is a noticeable gap between Western LLS and the manner in which most Asian students are educated, suggesting a need for either a new culturally sensitive list of strategies or a broadening of existing strategies. The author first identifies some of the definitions of LLS by early researchers, and then discusses common traditional Asian learning and teaching styles. A number of strategies to be explicitly taught are suggested as a means of enhancing learner study habits and second language acquisition (SLA).","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121656076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Paper-based, computer-based, and combined data-driven learning using a web-based concordancer","authors":"K. Chujo, L. Anthony, Kathryn Oghigian, A. Uchibori","doi":"10.5746/LEIA/12/V3/I2/A02/CHUJO_ANTHONY_OGHIGIAN_UCHIBORI","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A02/CHUJO_ANTHONY_OGHIGIAN_UCHIBORI","url":null,"abstract":"Very few studies have investigated the use of data-driven learning (DDL) in the beginner-level EFL classroom, and few or no studies have compared the use of paper-based, computer-based and combined approaches. This paper reports on the results of a three-year comparative case study of computer-based, paperbased, and combined computerand paper-based DDL using a parallel corpus for beginner-level university students. Students followed guided tasks on a worksheet to inductively understand target grammar patterns, had an explicit confirmation or correction of their hypotheses, and did follow up practice. The DDL exercises were done on a bilingual concordancer using newspaper corpus. It was demonstrated that each DDL approach can be effective for improving grammar basics such as understanding and producing noun phrases. Preand post-tests showed students made significant gains using all three approaches, and there does not appear to be any significant difference in effectiveness among the three approaches.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127578219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Increasing Student Talk Time Through Vlogging","authors":"Jon Watkins","doi":"10.5746/LEIA/12/V3/I2/A08/WATKINS","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A08/WATKINS","url":null,"abstract":"While audio diaries for second language (SL) / foreign language (FL) oral communication students have been in use for decades, recent advances in computer technology have enabled students to replace audiocassette tapes with audio stored on the Internet. Additionally, the rise of Internet video hosting sites presents both learners and teachers with free virtual space where spoken recordings can be hosted. This paper details how vlogs —a portmanteau of the words video and blog—can be used in an oral communication classroom. By vlogging, students can practice English speaking skills outside the classroom, give oral feedback on other students’ vlogs, and receive teacher feedback through the teacher's vlog posting. In addition to describing the software and hardware needed for both teachers and students, this paper proposes a loose framework along which such a course could be structured.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"272 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130896061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Video Recordings to Facilitate Student Development of Oral Presentation Skills","authors":"Kulawadee Yamkate, Charatdao Intratat","doi":"10.5746/LEIA/12/V3/I2/A03/YAMKATE_INTRATAT","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A03/YAMKATE_INTRATAT","url":null,"abstract":"Lack of confidence and ineffective preparation are believed to be major obstacles experienced by Thai students required to give oral presentations in English. Self-assessment is one possible solution to help students with this problem. This study was conducted with a group of Thai university students to find out (a) whether and (b) how video recordings facilitate the students’ evaluation of their oral presentation skills and use of their evaluations to improve their performance. The research instruments were video recordings of the students’ two presentations and questionnaires that asked the students to reflect on their strengths and weaknesses in both presentations. The data shows that the students had positive attitudes towards video recording their presentations, especially since this helped them to notice and identify their weaknesses in non-verbal language use. Overall, the process studied was found to facilitate the students’ self-evaluation skills, resulting in the improvement of their presentation skills. Learner-centeredness has been a concern of educators since the late 1960s (Benson, 2008; Dickinson, 1987). This concept exemplifies the shift from teacher-directed learning to an autonomous learning approach that aims to promote learner independence and processoriented learning (Sinclair, 2000). Holec (1981, p. 3) defined autonomy as “the ability to take charge of one’s own learning,” and clarified that this includes “determining the objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedures of acquisition...and evaluating what has been acquired.” Dam (2000) added that learners’ self-evaluation of their own linguistic competence as well as their performance and social behavior can increase active involvement in the actual teaching and learning situation. Additionally, Wenden (1999) stated that it is essential to enable learners to gain self-monitoring strategies for them to identify the cause of their own difficulties and how to deal with them. An alternative, according to Oxford (1990), is to get students into the habit of self-reflection, a metacognitive strategy that enables them to manage their learning. Despite its importance, assessing speaking activities is difficult for both teachers and students; judgment can be subjective without any concrete evidence. One way to address this problem Language Education in Asia, 2012, 3(2), 146-158. http://dx.doi.org/10.5746/LEiA/12/V3/I2/A03/Yamkate_Intratat Language Education in Asia, Volume 3, Issue 2, 2012 Yamkate and Intratat Page 147 is to video record the performance, allowing it to be viewed as many times as necessary to accurately evaluate the speaker’s strengths and weaknesses (Christianson, Hoskins, & Watanabe, 2009). Very few empirical studies address self-evaluation of learners’ oral presentation skills, the focus of this study, particularly in English classes in Thailand. Sintupan (1990) audiotaped and transcribed eig","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116284641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adapting Textbooks to Reflect Student Needs in Cambodia and the ASEAN Region","authors":"Kagnarith Chea, Alan F. Klein, John Middlecamp","doi":"10.5746/LEIA/12/V3/I2/A10/CHEA_KLEIN_MIDDLECAMP","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I2/A10/CHEA_KLEIN_MIDDLECAMP","url":null,"abstract":"The authors first discuss the emergence of English as a lingua franca in Cambodia and elsewhere in Southeast Asia, and the emergence of Kirkpatrick’s (2011) multilingual model of English teaching in the region. They then consider the importance of textbook adaptation as a way of supporting this new paradigm and the role that non-native-speaking teachers have in creating these adaptations. A detailed example of textbook adaptation, which explains (1) why to consider adapting materials and (2) how to make well-considered, manageable changes, is then provided as a model for practioners to consider. Finally, some practical concerns teachers might have about texbook adaptations are addressed. A Japanese-coordinated meeting between delegates from Cambodia and Colombia to plan training in rural land-mine removal took place in October 2010 in Phnom Penh, Cambodia. No representatives from an English-speaking country participated. In which language was the training held? Not surprisingly, the answer is English. (S. Nem, personal communication, March 20, 2011). This is just one example of how English is already used in Cambodia as a means of communication between people who do not share it as their first language. Such interaction in Cambodia and the other members of ASEAN (Association of Southeast Asian Nations) will continue to grow. This growth is due, at least partially, to (1) the fact that use of English as the organization’s sole working language is already mandated (Association of Southeast Asian Nations, 2007) and (2) the promotion of “English as an international business language at the work place” being one objective of ASEAN’s plans for regional integration in 2015 (ASEAN Secretariat, 2009, p. 3). Clearly, English use among non-native speakers is taking on an everincreasing role in the spread of professional information in the region. Language Education in Asia, 2012, 3(2), 218-229. http://dx.doi.org/10.5746/LEiA/12/V3/I2/A10/Chea_Klein_Middlecamp 1 Language Education in Asia, Volume 3, Issue 2, 2012 Chea, Klein, and Middlecamp Page 219 This article briefly reviews Kirkpatrick’s “multilingual model” of English teaching (2011, p. 221) as a rationale for continued professional development for teachers that aims to challenge traditional assumptions about textbook use and hone the skills necessary for teachers to modify textbook materials to help their learners use English as a lingua franca (ELF). For the purposes of this article, Kirkpatrick’s (2011) basic definition of ELF, English that is used in conversation by two or more people who do not share the same first language (L1), is used. Moving Toward a Multilingual Model of ELT in Cambodia and the ASEAN Region Despite the fact that communication between non-native speakers now constitutes the majority of interactions in ELF worldwide, teachers and learners continue to rely on native-speaker models as the ultimate standards for judging English language learning (Seidlhofer, 2005). Kirkpatrick (201","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133212875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivation and Possible Selves: An Interview Study of Taiwanese EFL Learners","authors":"Szu-An Chen","doi":"10.5746/LEIA/12/V3/I1/A05/CHEN","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I1/A05/CHEN","url":null,"abstract":"This article is based on an interview study which the author conducted to conceptualize Taiwanese EFL learners’ L2 motivation through using the possible selves framework. Based on this interview study, the recently developed L2 Motivational Self System exerts its explanatory power in the Taiwanese EFL context; the ideal L2 self and the ought-to L2 self are helpful in informing the analysis of student motivation. The ideal L2 self illustrated with empirical evidence corresponds to its theoretical construct proposed by Dornyei (2005). Interestingly, however, the ought-to L2 self found amongst the student interviewees seems inconsistent with the original theoretical concept as it probably contains a mixture of preventionand promotion-focused instrumentality in studying English. The shaping of the Taiwanese ought-to L2 self by the broader social context will be discussed in this article. Motivation is one of the most important variables of language learning, especially in second language (L2) acquisition. The extent of wanting to learn can make a difference in how willing and successful L2 learners can be. Discussions on L2 motivation theory were once dominated by goal-directed learning orientations in social psychological terms. Language learners would be classified as either integrativelyor instrumentally-oriented (Gardner & Lambert, 1972) to achieve a needed proficiency in L2 use for identification with a specific ethnolinguistic group or for pragmatic gains. Over the past decade, this theoretical focus has shifted to a new realm of self and identity in explaining the internal identification process within learners’ self-concept to stimulate motivation for L2 competence. Motivation to learn a particular language can be interpreted through inward aspirations towards certain kinds of linguistic, cultural, personal, or professional identities or possible future selves speaking the language fluently. The new L2 Motivational Self System proposed by Dornyei (2005; 2009b) facilitates this conceptual shift through the concepts of the ideal and ought-to L2 selves. Mental images of possible future L2-related selves that learners aspire to can motivate them to learn the L2 well. Some L2 researchers began empirical testing of the L2 Motivational Self System at different levels of education in different countries (e.g., Csizer & Kormos, 2009; Henry, 2009; Kormos & Csizer, 2008; Ryan, 2009; Taguchi, Magid, & Papi, 2009) or tried to connect this approach and other established motivation constructs to examine its explanatory power (e.g., Kim, 2009; Lamb, 2009; Noels, 2009; Yashima, 2009). Large-scale studies generated empirical support for the applicability of the possible selves dimension of the L2 Motivational Self System in EFL 1 Language Education in Asia, 2012, 3(1), 50-59. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A05/Chen Language Education in Asia, Volume 3, Issue 1, 2012 Chen Page 51 contexts worldwide (e.g., the studies in Dornyei & Ushioda, 2009a), adapt","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115212536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Conversational Strategies Through Video Clips","authors":"N. T. Nguyệt, L. Mai","doi":"10.5746/LEIA/12/V3/I1/A04/NGUYET_MAI","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I1/A04/NGUYET_MAI","url":null,"abstract":"This study explores the effects of teaching conversational strategies through video clips on learners’ speaking performance. It was designed as an experimental study conducted with two groups of English majors. All participants received six weeks of instruction on four conversational strategies. The control group received direct instruction from the teachers’ handout while the experimental group viewed six video clips and participated in observation tasks. Data was collected via preand post-tests on speaking performance and semi-structured interviews. The results showed that after the treatment with video clips, (a) the frequency of the use of these strategies increased, (b) the learners’ speaking performance was enhanced, (c) there was a low correlation between the frequency of strategy use and the learners’ speaking performance, and (d) the learners expressed a positive attitude towards the treatment. After years of learning English, many students in Asia cannot communicate with confidence or success to meet the demand to use English for their careers (Chuanchaisit & Prapphal, 2009; Kawale, 2011; Xiao & Petraki, 2007). This is also a common problem for Vietnamese learners, even university graduates (Phương Nguyen, 2006). Possible reasons for learners’ inefficiency in communication are low levels of language proficiency, lack of vocabulary to express ideas, shyness or lack of confidence, lack of an environment for practicing and using English, or simply lack of some necessary strategies to maintain a conversation (Thanh Ha, 2008). Although some dynamic and proactive learners can improve their communicative abilities in their own way (finding chances to talk to English speakers or watching English films or TV programs), finding effective ways to prepare students for spontaneous communication is one of the biggest challenges for all current language teaching methodologies (Dornyei & Thurrell, 1994). Hence instruction in class is important to provide students with conversational strategies to help them avoid or overcome communication breakdowns. Dornyei and Thurrell (1994) stated that conversational strategies are particularly helpful for language learners who frequently face difficulties in conversations, because these strategies provide them with a sense of security in the language. Language Education in Asia, 2012, 3(1), 32-49. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A04/Nguyet_Mai Language Education in Asia, Volume 3, Issue 1, 2012 Nguyet and Mai Page 33 Depending on the teaching context, conversational strategies can be taught to students through various ways, for instance, through picture dictation tasks (Kebir, 1994), pair-taping (Washburn & Christianson, 1995), or telephone conversation role-plays (Ting & Lau, 2008). In the current study, video clips were applied in teaching conversational strategies, as Hill (1989) claimed that carefully handled videos could provide a good base for speaking tasks. For EFL / ESL learners in Asia, the teachi","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133886879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Accuracy Development Through Computerized Storytelling: A Preliminary Study on Student-Generated CALL","authors":"J. Nicholes","doi":"10.5746/LEIA/12/V3/I1/A03/NICHOLES","DOIUrl":"https://doi.org/10.5746/LEIA/12/V3/I1/A03/NICHOLES","url":null,"abstract":"This preliminary study explores how student-generated computer-assisted language learning (CALL) materials can help students acquire verb tenses. The participants were 23 Chinese university sophomores in an integrated-skills English Composition 101 course. The students were earning U.S. Bachelor of Business Administration degrees in China through a cross-border program. After taking pre-tests, students viewed a video that contextualized tenses. Students then wrote narratives using target tenses and incorporated images using presentation software. After showing presentations to classmates, students took post-tests. Open-ended questionnaires measured interest in CALL and grammar learning. Target verb forms were the simple present, present progressive, present perfect, simple past, past progressive, and past perfect tenses.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124249488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}