Results 41 to 50 of about 36,772 (229)
Opportunities for Anti-Bias Frameworks in Japanese EFL Textbooks
Babylonia, 2021 In Japan, recent Foreign Language Activities (2018-2020) policies have explicated the importance of facilitating multiculturalism and global thinking through education and educational tools, including through the use of textbooks.
Kate Efron
doaj
Gender Representations in EFL Textbooks
Edukasi: Jurnal Pendidikan dan Pengajaran, 2019 This study aimed at finding out the proportion of gender representation in EFL Textbook: When English Rings A Bell VII whether it showed equal proportion or not. The design of this research was content analysis research with 1896 characters and 1344 pictures as the study’s data.
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Learning from Analysis of Japanese EFL Texts [PDF]
, 2010 Japan has a long tradition of teaching English as a foreign language (EFL). A common feature of EFL courses is reliance on specific textbooks as a basis for graded teaching, and periods in Japanese EFL history are marked by the introduction of different ...
Ozasa, T., Weir, G. R. S.
core
TESOL Quarterly, EarlyView.Abstract This classroom study explored the effects of vocabulary support on collocation learning and affective responses in task‐based language teaching (TBLT) among English‐as‐a‐foreign‐language (EFL) learners at a Japanese university. For this purpose, 68 EFL learners completed two interactive information‐gap tasks under either vocabulary‐support or ...
Yuichi Suzuki, Sachiko Nakamura
wiley +1 more source
Uncovering Cultural Bias in EFL Textbooks [PDF]
Issues in Applied Linguistics, 2010 This study lays the foundation for reasons and ways to investigate the biased treatment of non-native characters in model dialogues in current English as a Foreign/Second Language textbooks. The literature review shows that although a plethora of studies have been conducted on gender bias in textbooks, speaker bias, or labeled nativism here, has been ...
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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
TESOL Quarterly, EarlyView.Abstract Reflective teaching (RT) is influenced by a range of cognitive, pedagogical, and psycho‐affective factors in second/foreign language (L2) education. However, empirical evidence on the influence of psycho‐affective variables on teachers' reflectivity remains limited.
Lili Qin +2 more
wiley +1 more source
Nuevas tendencias en el uso de la L1 [PDF]
, 2001 This paper discusses certain changes that have taken place among theorists and publishers as regards the use of the mother tongue (L1) in EFL/ESL textbooks aimed at students who share a common L1. The general orthodoxy in the last three decades tended to
Martín Martín, José Miguel
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Engagement and Interaction for Second Language Learning
TESOL Quarterly, EarlyView.Abstract Engagement is an appealing concept because researchers and practitioners can easily agree on its importance for second language (L2) learning. Consequently, there has been a rapid research increase and engagement will be a hot topic in the coming decade.
Masatoshi Sato
wiley +1 more source
The missing piece of the puzzle revisited: Articles in secondary school EFL textbooks [PDF]
Zbornik radova (Univerzitet u Kragujevcu. Pedagoški fakultet u Užicu)Building on previous research (Gaskell & Cobb, 2004; Trenkić, 2008; Veličković, 2021) and taking into consideration the general lack of data pertaining to the teaching of articles in the later stages of EFL acquisition, this study aims to investigate
Danilović-Jeremić Jelena R. +1 more
doaj +1 more source