July 2015, Volume 8, Number 2


Arabic abstracts         French abstracts         Turkish abstracts

From The Editor

Christoph Randler

· ESP Learners’ Needs Related Learning for the Workplace: A Pragmatic Study for Business School

Hussain Ahmed Liton

· Positive Psychology in the Class: The Effectiveness of a Teaching Method Based on Subjective Well-Being and Engagement Increasing Activities

Ali Eryılmaz

· Reasons Preventing Teachers from Acting within the Framework of Ethical Principles

Nilgün Dağ,Halis Adnan Arslantaş

· An Evaluation of the Measurement of Perceived Classroom Assessment Environment

Hussain Alkharusi

· Why Do They Stay: Factors Influencing Teacher Retention in Rural Zimbabwe

Clifford Gomba

· The definition of the term “Inquiry-based instruction”

Jiří Dostál

· An Evaluation of the Undergraduate TEFL Program in Iran: A Multi-Case Study

Amin Karimnia, Elham Kay

· A Teacher’s Experience in Teaching with Student Teams-Achievement Division (STAD) Technique

Yunisrina Qismullah Yusuf, Yuliana Natsir, Lutfia Hanum

· Adoption of Mobile Technology for Teaching Preparation in Improving Teaching Quality of Teachers

Aliff Nawi,Mohd Isa Hamzah,Chua Chy RenAb Halim Tamuri

· Multimedia Scenario Based Learning Programme for Enhancing the English Language Efficiency among Primary School Students

Navnath Tupe

· Developing Reading Comprehension Modules to Facilitate Reading Comprehension among Malaysian Secondary School ESL Students

Muhammad Javed,Lin Siew Eng,Abdul Rashid Mohamed

· Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

Suzanne C. Makarem

· Prediction of Participation of Undergraduate University Students in a Music and Dance Master’s Degree Program 

Evangelos Bebetsos

· Computer Assisted Project-Based Instruction: The effects on Science Achievement, Computer Achievement and Portfolio Assessment 

Yavuz Erdoğan, Dinçer Dede

IJI is Published in Cooperation with the Eskisehir Osmangazi University College of Education


 International Journal of Instruction apply the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) to all manuscripts to be published.