Results 111 to 120 of about 70,193 (242)
“I Had Dual Feelings”: (Re)Storying With a Rural South Korean English Teacher
International Journal of Applied Linguistics, EarlyView.ABSTRACT This paper analyzes (or re‐stories) intrapersonal ideological tensions of a rural South Korean English teacher, Yeonghyeon1, as she negotiates competing discourses across local, national, and global scales within the context of a semi‐structured interview.
Ian Schneider
wiley +1 more source
Cogent EducationSelf-regulated learning and EFL speaking competence are seen as crucial abilities for students to acquire in the twenty-first century. However, EFL students’ performance in self-regulated learning and speaking has not been optimal.
Linling Zhong
doaj +1 more source
The Role of Teacher-Student Relatedness and Teachers' Engagement on Students' Engagement in EFL Classrooms. [PDF]
Front Psychol, 2021 Gan S.
europepmc +1 more source
Chilean EFL teachers`perceptions of their working condition in the private, semi -private and public school systems [PDF]
, 2015 Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)This study followed a quantitative survey research design. The main purpose of the research was to explore Chilean English teachers’ perceptions of
Azaharvich Paredes, Alberto +3 more
core
International Journal of Applied Linguistics, EarlyView.ABSTRACT Foreign languages are often learnt in formal and disembodied environments which may limit the emotional resonance of their vocabulary and their pragmatic usage in real‐life communication. In a context of English as a foreign language (EFL), this study examines whether elaborative processing as a teaching strategy leads to changes in the ...
María Jesús Sánchez +3 more
wiley +1 more source
Implementing Collaborative Writing in Chinese EFL Classrooms: Voices From Tertiary Teachers. [PDF]
Front Psychol, 2021 Zheng Y, Yu S, Lee I.
europepmc +1 more source
, 2018 1st December 2018 Waikato Institute of Technology (Wintec) Hamilton We are pleased to announce that the Call for Papers for the ALANZ SYMPOSIUM 2018 is now open. We invite proposals for paper presentations, interactive sessions and posters.
Wang, Jing
core
Learner‐Focused Strategy Instruction From the Teachers’ and the Learners’ Perspective
International Journal of Applied Linguistics, EarlyView.ABSTRACT Numerous large‐scale quantitative studies have been conducted to yield a macro‐level picture of the effectiveness of strategy instruction. However, little is understood about learners' actual processing of strategy instruction and interaction with the teachers delivering it.
Isobel Kai‐Hui Wang, Andrew D. Cohen
wiley +1 more source
Tạp chí Khoa học và Công nghệThe purpose of this study was to investigate the perceptions of EFL pre-service teachers regarding the integration of ICT in EFL classrooms during teaching practicum.
Nguyen Huu Anh Vuong, Tu Thi Anh Thu
doaj
Profiling Metacognitive Knowledge and Growth Mindset in EFL Vocabulary Learning
International Journal of Applied Linguistics, EarlyView.ABSTRACT Guided by the self‐regulated learning (SRL) framework, the present study investigates the associations between metacognitive knowledge and growth mindset in EFL (English as a Foreign Language) vocabulary learning, addressing a critical gap in the literature. While metacognitive knowledge, comprising person, task, and strategy dimensions, plays
Weili (Allen) Xing, Mark Feng Teng
wiley +1 more source