Context-model-based instruction in teaching EFL writing: A narrative inquiry
Cogent Education, 2016 This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students’ development of the context model and learning to guide EFL writing with the context model.
Zheng Lin
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Factors of Success and Failure in Second Language Learning
Arbitrer, 2013 This study aims to examine and elaborate the factors that contribute to the success and failure of English speakers as the second language in the pursuit of this language in three aspects of the language: fluency, language structure and pronunciation ...
Anita Anita
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2015 TESOL International Convention Was “Crossing Borders, Building Bridges.” [PDF]
, 2016 This paper stems from the presidential keynote speech I gave at the 2015 TESOL International Convention with in Toronto, Canada last year. The theme for the 2015 TESOL International Convention was “Crossing Borders, Building Bridges.
Sun, Y. (Yilin)
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'It Depends on the Students Themselves': Independent Language Learning at an Indonesian State School [PDF]
, 2004 There is continuing interest in the notion of learner autonomy, both as an effective means and valid goal of a language learning curriculum. However, the concept is recognised as emanating from Western tertiary educational contexts and as open to ...
Lamb, M.
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TESOL at the crossroads: Representation of source cultures in TESOL textbooks
Cogent Education, 2019 This article reports on a mixed-method research into the representation of source culture in an English language textbook series used at a major university in the Arabian Gulf.
Muhammad Athar Shah, Tariq Elyas
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Cogent EducationChina’s offshore campuses rely on expatriate academics, yet their perceptions of job satisfaction and organisational support remain underexplored amidst global higher education shifts post-COVID.
Liam P. Duffy
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Listening skills instruction: practical tips for processing aural input [PDF]
, 2019 Two listening challenges faced by English L2 learners are (1) successfully identifying words in continuous speech and (2) understanding a speaker’s intended meaning. Listening is a skill L2 learners report wanting to improve, yet teaching practices often
Reed, Marnie
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Forum: Literature and Language Awareness: Using Literature to Achieve CEFR Outcomes [PDF]
, 2012 This article sets out to explore why literature (used in this article to mean poetry, plays, short stories or novels) is often a marginalised resource in EFL classrooms, even though the Common European Framework of References for Languages (CEFR ...
Carter, Ronald, Jones, Christian
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From computer assisted language learning (CALL) to mobile assisted language use [PDF]
, 2013 This article begins by critiquing the long-established acronym CALL (Computer Assisted Language Learning). We then go on to report on a small-scale study which examines how student non-native speakers of English use a range of digital devices beyond the
Achilleos, M, Jarvis, HA
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The role of entrepreneurial education in determining actual entrepreneurial behavior: Does TESOL amplified communication apprehension matter? [PDF]
Front Psychol, 2022 Shen J, Huang X.
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