Results 81 to 90 of about 929,887 (297)

Emotion Regulation and Stress Management Among Iranian EFL Teachers: A Qualitative Exploration of Adaptive and Maladaptive Strategies [PDF]

Journal of Modern Research in English Language Studies
Emotion regulation is essential for teachers’ stress management and effective classroom performance. However, few studies have examined how teachers employ adaptive and maladaptive strategies to regulate their emotions in classroom settings. To this end,
Roya Ranjbar Mohammad
doaj   +1 more source

Holism in the EFL Classroom

HOW, 2016
Teaching English as a foreign language (EFL) is a task that demands from the teacher a continuous process of training and innovation. The traditional methodologies have given rise to the development of different activities and techniques that permit the teacher to innovate his teaching process and provide the students with different possibilities in ...
Flor María Arteaga, Alicia Hidalgo
openaire   +1 more source

Teachers’ Beliefs in Integrating Digital Literacy in EFL Classroom: Decomposed Theory of Planned Behavior Perspectives

, 2020
The need for integrating digital technology into learning instructions has been acknowledge as a most prominent aspect in 21st Century learning. With emerging technology rising in prevalence, a digital consciousness to select and manage digital resources
Wijayanto, Agus, Laksani, Hening, Fauziati, Endang   +2 more
core   +1 more source

“Just My Presence, Just Using These Words Is Not Enough”: Shifting from Identity‐Based Inclusion to Structural Transformation in Language Education

TESOL Quarterly, EarlyView.
Abstract This study focuses on 17 in‐service language teachers who graduated from a social justice‐oriented MA program in Teaching Languages to Speakers of Other Languages (TESOL) and Teaching Foreign Languages (TFL) at a US higher education institution. Drawing on multiple data sources that connect participants' pre‐service and in‐service experiences,
Deniz Ortactepe Hart
wiley   +1 more source

Teacher support as predictors of Chinese EFL learners’ classroom flow: the mediating role of academic self-efficacy

Frontiers in Psychology
Informed by social support theory and control-value theory, this study investigates the predictive role of teacher support on classroom flow among English as a Foreign Language (EFL) learners and the mediating effect of academic self-efficacy.
Wenting Gong, Wenting Gong, Chuang Xu
doaj   +1 more source

EXPLORING WRITING PRACTICES IN EFL CLASSROOM: A CASE STUDY AT ENGLISH DEPARTMENT IAIN SYEKH NURJATI CIREBON

ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 2016
: This article investigated the type of literacy writing practices in teaching writing for communication in EFL classroom especially in making descriptive text and the teacher’s ways used in the writing process.
Astri Rahayu, Farouk Imam Arrasyid
doaj   +1 more source

A WHODUNIT IN THE EFL CLASSROOM

Revista de Letras, 2014
No presente artigo é apresentada uma discussão sobre a importância da Literatura para o ensino e aprendizado de inglês como língua estrangeira (ILE). Alguns estudiosos, como McKay (1982) não acreditam que o uso de Literatura no ensino de línguas estrangeiras possa beneficiar o aprendizado de ILE, outros linguistas, no entanto, percebem a Literatura ...
openaire   +2 more sources

Tracing Adaptive Transfer Across Genres and Media: GenAI‐Supported ESL Learners' Digital Multimodal Composing and Traditional Writing Practices

TESOL Quarterly, EarlyView.
Abstract Drawing on the adaptive transfer and the genre knowledge model as a conceptual framework, this research explores how English as a second language (ESL) learners transferred knowledge across genres (narration and argumentation) and media (print‐based writing and video) with the assistance of generative artificial intelligence (GenAI) platforms ...
Meilu Liu, Lawrence Jun Zhang, Donglan Zhang   +2 more
wiley   +1 more source

Analysis of teacher verbal feedback in a Thai postgraduate classroom

, 2009
This is an analytic and descriptive classroom-centred research, the purpose of which is to investigate a Thai postgraduate teacher’s verbal feedback in relation to the course objectives and his personal teaching goals in an English for Specific Purposes (
Tharawoot, Yaowaret
core   +1 more source

Teacher Perceptions of GenAI‐Integrated Digital Storytelling for Refugee‐Background Youth

TESOL Quarterly, EarlyView.
Abstract Digital storytelling (DST), the composing of 2–3 minute first‐person digital multimodal narratives, integrating photographs, video clips, voice‐over, text, and music related to personal experiences, is arguably one of the most powerful forms of digital multimodal composing (DMC).
Amir Michalovich, Shawn Porteous
wiley   +1 more source