Results 71 to 80 of about 2,112,861 (286)

An Investigation of Libyan EFL Teachers’ Conceptions of the Communicative Learner-Centred Approach in Relation to their Implementation of an English Language Curriculum Innovation in Secondary Schools [PDF]

, 2011
This phenomenographical investigation explores conceptions of the communicative learner-centred approach (CLCA) held by a sample of Libyan English foreign language teachers (EFL) in relation to their implementation of an English language curriculum ...
SHIHIBA, SALAMA,EMBARK,S., Shihiba, Salama Embark S   +1 more
core  

An Investigation into the Educational Philosophy and Spirituality of Iranian EFL Teachers [PDF]

, 2016
Although philosophy and spirituality are related to various branches of disciplines, they have not been subject to focused attention in foreign language teaching.
Suleimani, Elaheh, Sahragard, Rahman
core   +1 more source

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

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

EFL teachers' perceptions and perspectives on internet-assisted language teaching [PDF]

, 2007
Although the rapid increase of Internet availability has generated great interest in Internet-assisted language teaching (IALT) among English as a foreign language (EFL) teachers, little is known at present about EFL teachers’ use of the Internet.
Shin, Hee-Jae, Son, Jeong-Bae
core   +1 more source

An Investigation into EFL Teachers’ Knowledge Sharing on Google Meet and Self-efficacy: The Mediating Role of Professional Development [PDF]

Technology Assisted Language Education
Given the complex and multi-faceted nature of teaching and learning English in general and in English as a Foreign Language (EFL) contexts in particular and the ever-increasing integration of technology into second language curricula, it is incumbent ...
Majid Farahian, Farshad Parhamnia, Yusef Rajabi   +2 more
doaj   +1 more source

EFL Teacher Competencies in the ICT Age [PDF]

Journal of Research in Curriculum Instruction and Educational Technology, 2017
T he present research aims at identifying key factors which may have a significant impact on EFL teachers' skills of ICT in the 21st Century and beyond. Teachers need to understand not only how to use technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching.
openaire   +1 more source

Effects of Motivational Interventions on EFL Learners' Learning Effort and Achievement: An L2 Motivational Self System Perspective

TESOL Quarterly, EarlyView.
Abstract Grounded in the L2 motivational self system theory, this quasi‐experimental study investigated the impact of three motivational interventions on two outcome measures: L2 learning effort and L2 achievement. A total of 391 Chinese junior secondary students were assigned to four conditions: a control group receiving no motivational instruction ...
Xuejun Ye, Guangwei Hu
wiley   +1 more source

Language Teacher Educator Identity, Wellbeing and Agency Nested in a Community of Practice: A Collaborative Autoethnography

TESOL Quarterly, EarlyView.
In this collaborative autoethnography, we, as three university‐based language teacher educators in Türkiye, explore how our community of practice (CoP) acted as a catalyst in navigating our identity tensions, boosting our wellbeing and contributing to our agency.
Yasemin Tezgiden‐Cakcak, Aycan Demir‐Ayaz, Işıl Günseli Kaçar   +2 more
wiley   +1 more source