The purpose of this study was to compare the differences in strategies used in an online language for specific purposes (LSP) speaking test in tourism with two proficiency groups of students, and to investigate the strategies that should be used for low-proficiency students to improve their LSP speaking ability. The Web-based Speaking Test in English for Tourism (WBST-EFT) and a coding scheme were used as research instruments. Descriptive statistics, the Man-Whitney U test, percentages, and qualitative content analysis from verbal reports were used in the data analysis. The findings showed that the two proficiency groups significantly and differently reported cognitive and metacognitive strategies for this LSP online speaking test. The qualitative results indicated that high-proficiency students used more complex details in all of the sub-strategies than the low-proficiency students. Low-proficiency students should be trained to effectively employ these strategies to improve their LSP speaking ability through the use of an online LSP speaking test that has been considered as an effective tool and that provides an opportunity for students to self-assess and self-practice their performances. Both strategies and online speaking tools can be used with a large number of students to develop LSP speaking ability in tourism.

This article calls for a strong need to propose the theoretical framework of the Multiple Intelligences theory (MI) and provide a suitable answer of the doubt in part of foreign language teaching. The article addresses the application of MI theory following various sources from Howard Gardner and the authors who revised this theory for using in the field of the English speaking improvement domain. In other word, this article combines and summarizes appropriate elements for the person on how to start teaching with this theory. The article also describes sequences and implication of the theory into practice. MI theory with the description of eight intelligences characteristic is presented. Following is the parts of activities catering and the processes of teaching with MI are provided. This article ends with the reviews of the ways for assessment and examples of lesson plan integrated with MI theory.

The objectives of this study are to investigate and compare the total and individual metacognitive strategies used by professional tour guides in four English for Domestic Tourism lessons, and to explore the relationships between the use of metacognitive strategies in these lessons and characteristics of professional tour guide trainees. A total of eighteen professional tour guide trainees participated in this study and they were classified into groups from their proficiency levels in English, duration in English language study and the level of responsibility of their current jobs. The research instruments were a metacognitive strategy questionnaire, strategy coding scheme, English for Domestic Tourism lessons and English for Domestic speaking test and rating scale. Chi-square, One-way Analysis of Variance (ANOVA), frequency, means, standard deviations and the qualitative content analysis from the questionnaires and coding scheme were used in the data analysis. The results show no significant differences in the use of both the total and individual metacognitive strategies in four lessons. However, there are significant relationships at the.05 level between proficiency level and goal setting and control of linguistic execution strategies. There are also significant relationships between duration of English language study and planning strategies and control of linguistic execution. The substantive insights from a qualitative content analysis show the prominent ways of how characteristics affect the strategy use of particular groups which should be included in both teacher and students’ training on how to make use of these higher order thinking to effectively teach and learn English language.

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The objectives of this paper were to compare total and individual metacognitive strategies by four groups of university students from different majors in five different tourism situational lessons. The total of 34 students participated in this study, and they were categorized into four groups based on their major of study and English proficiency level. The research instruments were a web-based speaking test in English for Tourism (WBST-EFT), a strategy coding scheme and the Internet-mediated contextualized English for Domestic Tourism lessons (InConMedt). Mixed methods of quantitative and qualitative approaches were employed in the present study. The quantitative analysis included Kruskal Wallis, Mann-Whitney U test as well as Chi-square, mean rank, frequency and percentages. Qualitative content analysis from the verbal reports in the stimulated recall session on metacognitive strategies was employed in this study. The findings showed that four groups significantly and differently employed total metacognitive strategies in five lessons,  2 (3, N = 34) = 10.00, p = .01. The significant difference was evident in the use of individual metacognitive strategies including goal setting and planning of the groups and in a particular lesson. The insights from the verbal report content analysis revealed significant information on how the high proficiency group effectively employed their metacognitive strategy in their speaking performances; whereas the information from the low proficiency group also shed more light in the instructional approach on how to train these students to improve their speaking ability using effective strategies.