Results 51 to 60 of about 4,686 (209)

Learner Engagement in L2 Vocabulary Learning through Communicative Tasks: Comparing Learner‐ and Teacher‐Generated Content

TESOL Quarterly, EarlyView.
Abstract This study examined how task design, task motivation, and learner engagement influenced L2 vocabulary learning by comparing learner‐generated content (LGC) and teacher‐generated content (TGC) in a classroom setting. One hundred sixty‐three Japanese high school students from five intact classes were assigned to LGC, TGC, or a test‐only control ...
Gaia Oikawa, Takumi Uchihara
wiley   +1 more source

Madrasa Ideologies of English in Bangladesh: Questioning ELT‐Aid and Post‐9/11 De‐Islamization

TESOL Quarterly, EarlyView.
Abstract External donors increasingly promote English as a notionally value‐neutral language of socioeconomic advancements in the Muslim South, overlooking local ideological diversities. Furthermore, national and Western forces deploy English as a tool to de‐Islamize madrasas (Islamic educational institutes) in the post‐9/11 world for global peace ...
Qumrul Hasan Chowdhury
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
doaj   +1 more source

Leveraging GenAI for Automated Feedback on Source‐Based Writing: A Three‐Stage Model

TESOL Quarterly, EarlyView.
Abstract Writing from multiple sources is a critical skill that requires both reading and writing abilities. It involves comprehending and evaluating source texts while synthesizing information across them. Due to these demands, feedback on such writing typically relies on teachers, who must consider the source texts during evaluation.
Danling Li, Kai Guo
wiley   +1 more source

A Structured Review of Research‐Informed Instructional Strategies to Support CPA Enabling Competencies in Future Accountants*

Accounting Perspectives, Volume 24, Issue 1, Page 189-249, March 2025.
ABSTRACT CPA enabling competencies underpin the human skills and professional values that all future accountants should possess. Nevertheless, to date, the discourse is limited within the scholarship of teaching and learning on how to best inculcate these competencies in future accountants.
Sanobar Siddiqui
wiley   +1 more source

Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction

British Journal of Educational Psychology, EarlyView.
Abstract Background University students around the world learn English as a foreign language (EFL) as it is considered vital for their post‐education opportunities locally and internationally. Optimising English language learning in EFL classrooms at the university is thus important.
Yoshiyuki Nakata, Andrew J. Martin, Yuichi Suzuki, Xuesong (Andy) Gao   +3 more
wiley   +1 more source

Trajectories of second language student classroom engagement: Profiles and correlates

British Journal of Educational Psychology, EarlyView.
Abstract Background Research on the development of second language (L2) student classroom engagement is growing; however, this body of research primarily relies on designs that preclude the examination of whether this development is common to all students or whether different developmental trajectories emerge for different groups. Aim Adopting a person‐
Hoi Vo
wiley   +1 more source

The associations among gratitude, job crafting, teacher-student relationships, and teacher psychological well-being

Frontiers in Psychology
IntroductionThis study explores the complex dynamics among gratitude, job crafting, teacher psychological well-being, and teacher-student relationships within the context of Chinese English as a Foreign Language (EFL) teachers.MethodsA sample of 456 ...
Xue Zheng, Hezi Huang, Quanda Yu
doaj   +1 more source

Will, Skill, Not Tool: Chinese university students' acceptance of generative AI for academic writing in informal English medium instruction settings

British Journal of Educational Technology, EarlyView.
Abstract The generative AI (GenAI) has exhibited diverse functions in supporting academic writing, especially for university students who encounter both disciplinary content and academic English challenges in English medium instruction (EMI). However, existing studies have rarely addressed EMI students' behavioural intentions to use GenAI for academic ...
Pengzhan Yang, Wenqian Huang
wiley   +1 more source

Student teachers' perceptions of flipped classroom in EFL teacher education. [PDF]

Educ Inf Technol (Dordr), 2023
Han H, Røkenes FM, Krumsvik RJ.
europepmc   +1 more source