Results 161 to 170 of about 48,537 (312)

Narrative‐Style Transcription: Optimizing Inference of Dialogic Discourse

TESOL Quarterly, EarlyView.
Abstract In qualitative research, transcription is a significant stage of the data collection process often employed as a method of language data analysis. In this account, however, I underscore the interpretive dimension of transcription in the context of classroom practitioner research, and the decision‐making entailed in this approach. To illustrate
Clifford Kast
wiley   +1 more source

Creating “Reflect‐ables”: A Conversation Analytic Study of Feedback Practices in Language Teacher Education

TESOL Quarterly, EarlyView.
ABSTRACT This study examines how second language (L2) teacher educators provide feedback on student teachers' (STs) microteaching performances. Although conversation analysis (CA) research has extensively analyzed classroom interaction, there has been limited focus on how CA‐specialized teacher educators shape STs' classroom interactional competence ...
Eunseok Ro, Mika Ishino
wiley   +1 more source

USING OF AUDIO-LINGUAL METHOD OF TEACHING UKRAINIAN AS A FOREIGN LANGUAGE AT THE PRIMARY STAGE

, 2019
Yuliіa Lyshchyk, Luidmila Pikulytska, Hanna Tsyganok   +2 more
openalex   +1 more source

Development of Intercultural Communicative Competence in an English‐Medium University in Japan

TESOL Quarterly, EarlyView.
Abstract Policymakers in Japan have high expectations for English‐medium instruction (EMI) as an effective educational model for developing global human resources. EMI is expected to promote students' English proficiency, content knowledge, and intercultural skills. However, longitudinal studies measuring the actual results of EMI are scarce.
Naoko Taguchi
wiley   +1 more source

Teaching Through Trauma: English Teachers Navigating Affective Regimes in Post‐Earthquake Türkiye

TESOL Quarterly, EarlyView.
Abstract This study explores how English as a Foreign Language (EFL) teachers in post‐earthquake Türkiye narrated their experiences of loss, survival, and teaching within state‐imposed affective regimes. Drawing on an affective–discursive analysis of Ministry of National Education (MoNE) documents and media texts, the study first investigates how ...
Merve Özçelik
wiley   +1 more source

TEACHING AND LEARNING FOREIGN LANGUAGES AT THE UNIVERSITY COURSES ON THE WAY TO LIFELONG LEARNING

, 2018
I.І. Zuyenok
openalex   +1 more source

The implementation of peer teaching for motivating students to study at university (on the example of teaching a foreign language)

, 2019
О.О. Карпова
openalex   +2 more sources

Pre‐task Vocabulary Support Enhances Lexical Learning but Dampens Positive Emotions: Interactive Task Implementation in English‐as‐a‐Foreign‐Language Classroom

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

PECULIARITIES OF ASSESSMENT IN FOREIGN LANGUAGE TEACHING IN DISTANCE EDUCATION

, 2021
Oleksandr Kalnik
openalex   +1 more source

Subjectification and Chronotopes in Early‐Career TESOL Teachers' Professional Development in Japan

TESOL Quarterly, EarlyView.
Abstract This study presents case studies of three early‐career secondary TESOL teachers in Japan, focusing on their professional development experiences. Their narratives were collected in two phases: (1) reflective reports submitted by the teachers during the fourth year of their teacher training, which included reflections on their previous L2 ...
Yoshiyuki Nakata, Xuesong (Andy) Gao, Takahiro Miyazaki   +2 more
wiley   +1 more source