Results 111 to 120 of about 1,694 (259)
TESOL Quarterly, EarlyView.Abstract In this article, I analyze the co‐constitution of race and neoliberalism within the discourse of an English language classroom. Appealing to modernist/colonial histories of race and capital, I first examine how racial neoliberalism produces a normalized, unmarked subject‐position through the conflation of moral responsibility with human ...
Justin Lance Pannell
wiley +1 more source
TESOL Quarterly, EarlyView.Abstract Current trends encouraging a move away from monolingual teaching have sparked a renewed interest in the role of translation in language instruction. Yet, there are few theoretically and empirically grounded proposals regarding specific uses of translation in the language classroom.
Monika Bader +2 more
wiley +1 more source
TESOL Quarterly, EarlyView.Abstract Private tutoring—or shadow education—has received ample scholarly attention due to increasing demand from parents for reasons of social mobility in ESL/EFL contexts. Referred to as English private tutoring (EPT) for language learning purposes, this type of non‐formal education shares certain features of formal education like content and ...
Semih Ekin, Ali Anaç, Muhammet Öcel
wiley +1 more source
Implementing Argument‐Based Validity in Second Language Research on Individual Differences
TESOL Quarterly, EarlyView.Abstract Quantitative meta‐syntheses focusing on the psychometric properties of measurement tools in second and foreign language (L2) individual differences (ID) research have drawn scholars' attention to the quality of data collection instruments (Plonsky & Derrick, 2016; Sudina, 2023).
Katalin Piniel, Ekaterina Sudina
wiley +1 more source
Designing Feedback and Assessment for GenAI‐Assisted Digital Multimodal Composition in L2
TESOL Quarterly, EarlyView.Abstract The rapidly evolving use of GenAI leads to a crucial need for new approaches to instruction and assessment of language skills in DMC tasks. The study adopted a convergent mixed‐methods design within an 11‐week action research framework. The study was conducted with 12 Turkish tertiary‐level L2 learners based on a process‐genre pedagogy to ...
Sibel Söğüt +2 more
wiley +1 more source
Assessment of Digital Multimodal Composing: Toward Ethical and Responsible Use of Generative AI
TESOL Quarterly, EarlyView.Abstract This Research Issues paper outlines the theoretical and practical foundations for assessing GenAI‐mediated DMC, with a particular focus on frameworks for ethical authorship, diverse assessment approaches and methods, and flexible quality criteria and rubrics.
Dong‐shin Shin +2 more
wiley +1 more source
Epistemic modality in English and Spanish psychological texts
Revista de Lenguas para Fines Específicos, 2015 -
Pedro Martín Martín
doaj
British Journal of Management, EarlyView.Abstract Efficiency is a pervasive yet insufficiently challenged managerial principle and an integral part of business school academia. However, while there is compelling evidence that efficiency gains can have severe undesirable social and ecological consequences that reduce overall welfare both in terms of well‐being and natural resources, business ...
Stephan M. Schaefer, Christopher Wickert
wiley +1 more source
British Journal of Management, EarlyView.Abstract Business schools are often criticized for reproducing growth‐oriented norms, but alternative pedagogies remain difficult to normalize. Drawing on Butler's theory of subversive performativity, this study examines how art‐based pedagogy enables academics to challenge growth logics in business schools by transforming their identities over time ...
Sylvain Bureau +3 more
wiley +1 more source
Inherited Advantage and the Myth of Meritocracy in Business Education in the UK
British Journal of Management, EarlyView.ABSTRACT Business schools are frequently presented as meritocratic institutions that reward talent, effort and entrepreneurial capability. This article examines how business education can simultaneously acknowledge inequality rhetorically while continuing to legitimize unequal outcomes pedagogically.
David Roberts
wiley +1 more source