Vol. 13, No. 3 (2020), English Language Teaching

English Language Teaching, Vol. 13, No. 3, March 2020

• • ‘Professionalism’ in English as a Foreign Language Teachers’ Perspectives: A Qualitative Study in a Thai Context
  • •  Anchalee Jansem   
    • p1
    •  PDF 
      
• • Challenges to Studying English Literature by the Saudi Undergraduate EFL Students as Perceived by Instructors
  • •  Hammad Ali Alshammari   
    •  Elsayed Abdalla Ahmed   
    •  Mukhled Atta Abu Shouk   
    • p8
    •  PDF 
      
• • Developing the English Language Teaching Skills of Saudi Teachers of Young Learners
  • •  Ayman Sabry Daif-Allah   
    •  Fahad Hamad Aljumah   
    • p20
    •  PDF 
      
• • Ideal Classroom Setting for English Language Teaching Through the Views of English Language Teachers (A Sample from Turkey)
  • •  Canan Demir Yıldız   
    • p31
    •  PDF 
      
• • Assessing Down Syndrome EFL Learner’s Language Ability: Incorporating Learners-Teachers’ Perspectives
  • •  Gholam-reza Abbasian   
    •  Fatemeh Ebrahimi   
    • p45
    •  PDF 
      
• • Exploring the Impact of Ineffective Formal Communication between Teachers and Students: A Case Study of Mustaqbal University and Jubail University College, Kingdom of Saudi Arabia
  • •  Hanan Albalawi   
    •  Muhammad Nadeem   
    • p68
    •  PDF 
      
• • A Study of College English Culture Intelligence-Aided Teaching System and Teaching Pattern
  • •  Cao Meng-yue   
    •  Li Dan   
    •  Wang Jun   
    • p77
    •  PDF 
      
• • The Metaphorical Expressions of Basic Color Words in English and Chinese
  • •  Tinghua Li   
    • p84
    •  PDF 
      
• • Exploring Pre-service Teachers’ Perception of Interactional Activities in Lesson Planning
  • •  Justina, A. Njika   
    • p92
    •  PDF 
      
• • The Fluency Way: A Functional Method for Oral Communication
  • •  Faramarz Samifanni   
    • p100
    •  PDF 
      
• • Reviewer acknowledgements for English Language Teaching, Vol. 13, No. 3, 2020
  • •  Gavin Yu   
    • p115
    •  PDF 
      

This work is licensed under a Creative Commons Attribution 4.0 License.