First Language and Assessing English as an International Language

Abstract

The globalization of English has resulted in the constant contact of this language with indigenous languages in the periphery and hence unprecedented variation in the norms of the English‐speaking world. Notwithstanding this variation, the dominant paradigm of English language assessment is still based strongly on an invariant, monolithic view of the language. As a result, a call for a “paradigm shift” to address the above situation is evident in the current English language teaching scholarship. In this new paradigm, the idealized, unitary model of “native” English is challenged as greater legitimacy is granted to peripheral varieties, and assessment objectives are critically re‐examined to accommodate non‐native speakers' complex communicative needs in the pluralistic context of postmodern globalization. This entry presents the scholarly discussions around this paradigm shift and outlines some considerations for its future implementation.

Effectiveness of Powerpoint Presentation on Vocabulary Retention of Efl First-Year Students’ Reading Comprehension

“…The students in Nguyen (2008) also complained that they were misled by the beautiful pictures and colorful effects. Nguyen also noted that in some cases, PPT slides could be counter-effective and distracting as students kept discussing the slide pictures and did not pay adequate attention to what they were required to do by teachers.…”

“…In the study Schcolnik and Kol (1999) reported on two uses of PPT that they had applied in the language classroom: one as a presentation tool, and the other as a novel writing tool and they found that oral presentation through PPT improved meaningful interaction. According to one Vietnamese study, PPT may enhance visual, audio, and psychological interactions and negotiation of meaning (Nguyen, 2008). Several research studies in Computer Assisted Language Learning (CALL) learning environments.…”

“…In the field of research in Vietnam, there have been very few Master's theses conducted in the field of IT applications in high school. For example, Nguyen (2008) investigates classroom interaction in PowerPoint EFL classes in Binh Dinh province. Besides, there are no Master's theses conducted in the field of PPT applications in teaching vocabulary in reading comprehension at the university.…”