Kim, T. E. (2006). Writing Instruction for English Language Learners: Teacher Beliefs, Writing Tasks and Methods. Ph.D. Thesis, Illinois: University of Illinois at Urbana-Champaign.

has been cited by the following article:

• TITLE: Teachers’ Cognition about Teaching and Learning of Simple Past Tense: Can Processing Instruction Help?

  AUTHORS: Mable Chan

  KEYWORDS: Simple Past Tense, Teachers’ Cognition, Processing Instruction

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.6 No.4, August 17, 2016

  ABSTRACT: This study examines how teachers perceive the difficulties and strategies of acquiring simple past tense, and the pedagogical implications. Findings show that teachers’ understanding of the nature of the acquisition problem of tense, and their use of teaching approach are instrumental in shaping students’ learning outcomes. What is fortunate is that they understand the need to improve the existing teaching approach which is too form-oriented. Unfortunately, they do not seem to have much knowledge about how to do so. Findings in the literature should not be limited to researchers; there is a pressing need for teachers to understand the nature of the acquisition problem, possible reasons leading to the difficulty, and ways to help students master both the forms and meaning of simple past tense.