Results 41 to 50 of about 8,557 (296)
Journal on English as a Foreign Language, 2023 Many studies indicated a genre-based approach (GBA) as an effective method in English foreign language (EFL) teaching and GBA is also integrated into the English teaching curriculum.
Nurfadilah Nadjib, Anita Triastuti
doaj +1 more source
Construction & deconstruction of linguistic otherness: conflict & cooperative code-switching in (English/) bilingual classrooms [PDF]
, 2009 The socio-cultural settings of English-language and Englishmedium classrooms are intrinsically bi/multilingual and bi/multicultural as both learners and teachers bring their multiple identities and home-community languages and sociolinguistic practices ...
Saxena, Mukul
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Teacher language policies in Finnish EFL classrooms [PDF]
, 2021 This MA thesis investigates teacher language policies in English as a Foreign Language (EFL) classrooms in Finland. As one of the variables of historical approaches to teaching, language of instruction has had significant impact on theories of language ...
Garner, Lee
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A Bird's Eye View of English Grammar: Connecting the Dots in Two Dimensions
TESOL Quarterly, EarlyView.Abstract Over the past few decades, discussions on grammar instruction have primarily focused on teaching methodologies, such as whether grammar should be taught explicitly or implicitly, and whether the focus should be on form or forms. This paper, however, shifts the focus to grammar itself, aiming to provide a “shape” for pedagogical grammar.
Akira Tajino, Yoshitaka Kato
wiley +1 more source
Frontiers in Psychology, 2022 Promoting English as a Foreign Language (EEL) learners’ willingness to communicate and self-efficacy in different contexts has drawn the attention of many investigators.
Xiangping Fan
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Japanese students’ EFL experience: the role of the student's voice [PDF]
, 2013 Japanese students are often said to have little success in developing communicative skills in a foreign language. This is evident from Japanese media, researchers in education, public concern, and from government policy documents.
SHIMAZU, SHIGEKO
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TESOL Quarterly, EarlyView.Abstract Writing is crucial in tertiary education, yet enhancing the complexity of academic writing presents significant challenges for second language (L2) learners. This study explores the potential of dialogue journal writing (DJW), an interactive and low‐stress classroom activity, to enhance writing complexity among novice L2 writers.
Barry Lee Reynolds +2 more
wiley +1 more source
Teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms
Acta Didactica Norge, 2014 This article is about a qualitative study of teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms. Teacher cognition, defined by Borg (2003, p.81) as ‘what teachers think, know, and believe and the relationships of ...
Trine Mathiesen Gilje
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TESOL Quarterly, EarlyView.Abstract This study examined the effects of repeated viewing and reading fluency on incidental second language vocabulary acquisition through captioned video exposure. A total of 149 Japanese EFL learners watched a short animation with or without captions, varying in the number of repetitions (once, twice, or three times).
Satsuki Kurokawa, Takumi Uchihara
wiley +1 more source
Cumulative Testing for Learning Spoken Vocabulary
TESOL Quarterly, EarlyView.Abstract Cumulative testing is known to improve vocabulary learning by integrating both new and previously introduced words in weekly quizzes. While evidence for its benefits is promising, prior research has primarily focused on the written mode of vocabulary, with target words studied, practiced, and tested in the visual mode only.
Ryo Maie, Takumi Uchihara
wiley +1 more source