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The purpose of this paper is to survey and consider the implications of the literature justifying the value of teaching poetry. There has been a long tradition of literature education in the English departments of Chinese universities. English Poetry courses are offered within optional literature modules in senior stages of a BA in English language and literature. In 2000, the new national syllabus for tertiary English majors was issued. This syllabus has brought the teaching of English into line with the perceived practical needs of society. As a result, poetry courses have been under threat within the degree. A substantial number of university teachers have responded to this threat with articles arguing the value of teaching of poetry.

The China National Knowledge Infrastructure (CNKI), the largest database of academic journals in China, reveals that from 2000 to 2013, 102 articles about teaching English poetry to Chinese people learning English as a foreign language were published in Chinese academic journals, of which 67 are concerned with English majors. This literature examines these 67 articles.

These articles justify the purpose of teaching English poetry, evaluate the content of poetry courses and share pedagogical strategies. The issues within this discussion fall into three categories: why teach poetry; what to teach in poetry courses; and how to teach poetry. Because the commitment of Chinese teachers to sharing their beliefs about teaching English poetry is positioned in the context of increased advocacy for the creation of inter-disciplinary market-orientated graduates, discomfort, uncertainty and the desire for change emerge in this discussion. On the other hand, teachers looking for change express caution about the costs of changing pedagogical approaches on the development of the skills of close reading and analysis of poetical texts.

This investigation of the local Chinese context resonates with and contributes to the wider discussion of the challenges faced by English literature teachers in both second- (L2) and first-language (L1) contexts and warrants examination. It is difficult to say in advance how far such knowledge could contribute to any policy decisions that may be made in the future, but it is important that the voice of teachers contributes to the larger international debate about the value of humanities in tertiary-level education.

The purpose of this paper is to describe the process by which an information literacy laboratory became a graduation requirement of the English major at Dickinson College.

A case study with literature review, course description and assessment.

The information literacy program described became compulsory for English majors despite all the common challenges cited in the library literature. It also determines that assessment is the most important factor in building successful information literacy programs.

The process by which the information literacy module became a graduation requirement for English majors demanded persistence and patience. Librarians should be prepared to spend several years imitating the model before similar results would emerge.

Librarians will be able to model information literacy programs for English/writing programs after Critical Approaches and Literary Methods Lab, and the methodology is transferable to other disciplines. The process allows librarians to indirectly but effectively influence the college/university governance process.

This case study examines how librarians can have an influence over college/university curricula by forming strategic partnerships and designing practical assessments.

Few reports exist in the library literature regarding information literacy programs that have passed through a college/university governance system to become a formal part of the curriculum.

This paper explores breakthroughs or ‘lift‐off’ moments in learning involving several teacher/researchers and their students in China. The data come from teaching and research situations centring on teaching and learning English as a foreign language (EFL). An analysis of the language features of the data and their effects explores learning by tracing movement from initial impasses to breakthrough moments, as participants interact, shift ground and discover new learning. Definition of these lift‐off moments and ways of knowing centres in a sense of discovery that pushes learning forward and simultaneously pulls together life experiences in new directions for specific pedagogical insights, self‐assessment and identity conclusions, and recognition of the power of inquiry. In particular, the paper explores the potential contribution of narrative forms of collaborative inquiry in learning, as evident in two contrasting exemplars, the first coconstructed in face‐to‐face interviews or conversational settings, and the second, thesis supervision by the distance learning one‐to‐one format of emailing. These documented interchanges between two Chinese postgraduate EFL teachers and their research coursework teacher and supervisor come from a wide data bank of exemplars collected over many years, and from linguistically diverse contexts.

This study aims to investigate English recreational reading habits of Arab Jordanian EFL university students when classes are in session and during vacation, and the types of recreational reading they engage in. In addition, the study explores other relationships such as the relationship between reading habits and students ' cumulative grade point average (CGPA); and the effect of parents ' educational level and their time spent on reading.

The respondents, comprising 225 third- and fourth-year English majors, completed an English recreational reading habits questionnaire. The study utilised a non-probability sampling method, namely, purposive sampling. Data were analysed using IBM SPSS software v. 20.

The findings indicated that students read more when they were on vacation compared to their readings while classes are in session. The students ' average time spent on reading when classes are in session and during vacation is 2.15 hours and 2.82 hours per week, respectively. Slightly more than half (57 percent) the students always read emails/chat rooms/Facebook, which are their most preferred type of recreational reading. Non-fiction books were the least favourite among students with 47 percent of students indicating that they never or rarely read this type of genre. Among all the reading interests, only novels had a significant correlation with the students ' CGPA. The findings showed that the respondents with higher levels of fathers ' education were significantly reading more.

The reading habits of EFL students have received little attention and there is limited research that surveyed Arab EFL students ' recreational reading habits at the tertiary level. The purpose of this study is to address this gap in the literature and set out to be a point of reference and comparison for future investigations about English recreational reading habits of Arab EFL tertiary students.

This study examines the test's predictive validity of English language performance and compares test constructs to identify the most effective predictors of English language performance.

Data were collected and analysed from test scores of students enrolled in the foundation year (N = 84) and level 2 (N = 127) in the faculty of English at a Saudi university using correlation and regression tests.

The findings revealed that the General Aptitude Test (GAT) is effective in predicting English performance for students in level 2 and that the error detection task is the most effective predictor of performance in English reading.

The study provides support for the validity of the GAT as a university admission requirement for English language courses in the Arabic-speaking world.

This study examines the GAT's power using a fine-grained approach by deriving scores from its breakdown constructs to predict the performance of English skills at the university level.

This paper aims to determine whether CEOs with a humanities education (e.g. English/literature, philosophy, history, languages, religion, visual arts, or performing arts) exhibit higher levels of corporate social responsibility (CSR) within their firms than those who have studied other disciplines.

This paper is an empirical examination of S&P 500 CEOs’ undergraduate education and their firms’ level of CSR as measured by Kinder, Lydenberg & Domini (KLD).

CEO undergraduate humanities education is associated with higher levels of CSR even after accounting for several firm- and individual level controls. In addition, the CSR dimensions of community and diversity were found to be key drivers of the association.

This research is limited in understanding the micro-processes of the CEOs affected by a humanities education, as it relates to CSR. However, the results imply a values-based connection that is supported by the upper echelons theory.

CSR-minded firms may seek out humanities-educated executives. In addition, the results would suggest a need for humanities education despite the recent waning interest.

First, the findings of Manner (2010) will be confirmed using a different sample. Second, the humanities education and CSR relationship will be explored using a composite measure of CSR as opposed to analyzing its strengths and weaknesses separately (Manner, 2010), thus representing a holistic evaluation of the relationship. Third, previous research will be extended by examining the specific CSR dimensions (e.g. customers, employees) that are affected by a humanities education.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

An examination of the research literature suggests that no attempt has been made to examine learner autonomy development within female university-level English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia. Given that English has become the world’s predominant lingua franca for academia, business, and politics, the purpose of this paper, therefore, is to fill this gap in the literature.

This is a qualitative case study that aims to explore learner autonomy in vocabulary development.

The results showed that teachers are cognizant of the concept of learner autonomy. However, they are not all certain of the benefits of autonomous vocabulary learning. This study reveals how six adult learners’ levels of autonomy are highly influenced by their teachers’ practices. This study draws out suggestions for English language teachers who promote learner autonomy theory and practice. It also offers specific guidance, models, and adapted learning approaches of how to promote autonomy inside the classroom.

This study encountered several limitations. The first is time: the study took place over the course of two months in the Summer of 2016, when students were fully encumbered with schoolwork and social duties. The recruitment of participants during that time was a challenge. Some of the students who agreed to participate in the study were not fully engaged in the research. Additionally, the study faced difficulties with faculty commitment – one of the professors delayed the interview session multiple times and perceived some of the interview questions negatively. In addition, Dickinson’s (1993) characteristics of learner autonomy are largely related to the opportunities that are presented to the students by the teacher. It appears that Dickinson’s scale was meant to be used to identify students’ level of autonomy, particularly inside the classroom. However, because of some of the examples of activities pertaining to how they learned vocabulary outside the classroom, they were not related to classroom teaching. Also, the number of the participants is limited in this study.

A future study could be undertaken to measure and quantitatively analyze learners’ vocabulary development on a larger scale. Research could also be conducted using a pretest, an intervention, and a posttest to measure the effectiveness of learning vocabulary autonomously. In addition, other pedagogical approaches could be utilized to measure EFL students’ intrinsic motivation and autonomy, which play critical roles in learning. Allowing learners to self-select their preferred method of learning can help them to develop their vocabulary knowledge. The findings from this study reveal that learner autonomy plays a significant role in enhancing EFL students’ vocabulary development.

When students learn vocabulary autonomously, they are better able to source the lingua franca’s core pronunciation of a word and its spelling without the influence of the teacher’s cultural background. Given the magnitude of teachers’ workloads, they may lack the time for designing lessons that adequately meet the needs of diverse learners. Therefore, the practical way to ameliorate the problem of inadequate time is to provide them with methods (e.g. using strategies such as inquiry-based learning, problem-based learning, and project-based learning) that they can use to more readily foster learner autonomy.

Developing graduate students' academic writing has been a major concern for many scholars over the past few years. Existing literature on the challenges of thesis writing has not focused on master's students in English language teaching (ELT). Data on the challenges have been mainly gathered from the theses and focused on the structure and genre requirements. Few available studies have investigated such challenges through the lens of supervisors in an international context. Knowledge about the factors hindering the thesis writing process of non-native MA students in English from the supervisors' perspectives is scarce. This study attempts to fill these gaps by answering this question: From supervisors' perspectives, what factors hinder the thesis writing process of non-native MA students?

Thirty supervisors from state and private universities across Iran voluntarily participated in this qualitative study. Drawing upon teachers' diaries and semi-structured interviews, the authors identified major factors negatively influencing the thesis work of master's students. Data were transferred into NVivo 10 and analyzed thematically following Colaizzi's method.

The study found that factors constraining students' writing were (1) students' lack of effort, (2) students' lack of a strategy for writing, (3) students' lack of autonomy and (4) students' absence of voice.

The authors discuss the practical implications of these factors for different stakeholders. There is a growing interest in postgraduate students' thesis writing processes. Surprisingly, no research exists on supervisors' perceptions of factors that constrain the thesis writing process of non-native English master's students.

Financial struggles affecting universities across the United States have caused debate about whether business schools are cost prohibitive or cost savvy, especially for small liberal arts universities that lack large endowments and are highly dependent upon student enrolment. In other words, are they too expensive for small schools to operate? The presence of a business school necessitates hiring business faculty with comparatively high salary expectations.

This paper analyses the cost effectiveness of business schools at four small liberal arts universities.

Our results show that cost is most strongly correlated with class size and adjunct instruction as opposed to faculty salaries.

Thus, class size and the implementation of adjunct instruction can make having a business school not only affordable but also advantageous.

Business schools offer a way for universities with missions centred around developing the whole person through a liberal arts education to remain a going concern in such a volatile climate.

This paper uses proprietary data to analyse the cost of faculty in different disciplines.