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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...7 Hits 1 – 20 of 136 1 Mastering second language humour: the ultimate challenge Laurence, Vincent-Durroux; Mullan, Kerry; David, Caroline... In: The European Journal of Humour Research ; https://hal.archives-ouvertes.fr/hal-03058969 ; The European Journal of Humour Research, 2020, Humour across cultures - a contrastive approach, 8 (4), pp.82-111. ⟨10.7592/EJHR2020.8.4.Vincent-Durroux2⟩ ; https://www.europeanjournalofhumour.org/index.php/ejhr/article/view/483 (2020) BASE Show details 2 Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts. Gallagher, Fiona In: Gallagher, Fiona orcid:0000-0002-7865-1757 (2020) Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts. System, 91 . ISSN 0346-251X (2020) BASE Show details 3 The effects of instructor language choice on second language vocabulary learning and listening comprehension Lee, JH; Levine, GS In: Language Teaching Research, vol 24, iss 2 (2020) BASE Show details 4 Motivation Through Student-Made Video Projects: A Qualitative Case Study ... Jung, Christina Dahee. - : Werklund School of Education, 2020 BASE Show details 5 臺灣國中生英語閱讀困難及策略使用之研究 ; A Study on Taiwanese Junior High School Students’ Difficulties and Strategy-use in Reading English 王怡文; WANG, I-WEN. - 2020 BASE Show details 6 高中英文閱讀理解次序選擇題測驗之效度檢核 ; The Validation of an English Reading Comprehension Test with Ordered Multiple-Choice Items for EFL Senior High School Students 楊季維; Yang, Chi-Wei. - 2020 BASE Show details 7 Teaching Lexicography as a University Course: Theoretical, Practical and Critical Considerations Prćić, Tvrtko In: Lexikos; Vol. 30 (2020) ; 2224-0039 (2020) BASE Show details 8 EFFECTS OF WORD CARD METHODOLOGY AND TESTING ON VOCABULARY KNOWLEDGE AND MOTIVATION ... Unkn Unknown. - : Temple University. Libraries, 2020 BASE Show details 9 The Impact Social Networking ‘Facebook’ on EFL Learners’ Cultural Exchange and Code-switching as Young Receptors SEKHRI, Ouided In: ALTRALANG Journal; Vol 2 No 01 (2020): ALTRALANG Journal Volume: 02 Issue: 01 / July 2020; 304-317 ; 2710-8619 ; 2710-7922 (2020) BASE Show details 10 Digital storytelling as a disciplinary literacy enhancement tool for EFL students Chubko, Nadezdha; Morris, Julia; McKinnon, David H.... In: Research outputs 2014 to 2021 (2020) BASE Show details 11 Digital storytelling as an astronomy disciplinary literacy enhancement approach for adolescent Kyrgyzstani EFL students Chubko, Nadezhda. - : Edith Cowan University, Research Online, Perth, Western Australia, 2020 In: Theses: Doctorates and Masters (2020) BASE Show details 12 An investigation into Chinese influence on the current curriculum of Bachelor of Business English degrees at Vietnamese universities Nguyen, Anh Thi Tuyet; Cunningham, Christine; Paolino, Annamaria In: Research outputs 2014 to 2021 (2020) BASE Show details 13 The impact of policy change on the teaching of spoken English in primary schools in the north mountainous region of Vietnam Dang, Tram Quynh. - : Edith Cowan University, Research Online, Perth, Western Australia, 2020 In: Theses: Doctorates and Masters (2020) Abstract: In response to the pressing demand for English as an international lingua franca for socio-economic development, the Vietnamese government has recently undertaken the reform of foreign language education through the National Foreign Language 2020 Project. As part of this reform, English classes have been made compulsory from year 3 of primary school and a new English syllabus was introduced. An English textbook series for primary education was developed, based on a communicative language teaching approach, focussed on developing speaking and listening components and featured tasks reflecting child-focussed methods. Given training courses and seminars on the new curriculum and textbooks, primary English language teachers were put under pressure to implement the new syllabus and pedagogy, so that ELT changes would happen in primary schools across Vietnam. This multiple case study investigated how primary language teachers enacted the new English curriculum and its suggested pedagogy to develop learners’ oral English competence. Five English language teachers from three teaching contexts were involved as the cases of the study. The three research sites included one city school, one outskirts school, and two remote schools located in three provinces in the north mountainous region of Vietnam. At each site, data were collected through structured observations, analysis of teaching materials, and interviews with teachers and their students. A case-by-case analysis was undertaken, then findings were compared through a cross-case analysis to answer the research questions. Findings of the study indicated surface changes of English language teaching, but critical issues remaining at the deep level of the enactment of the pedagogies required. At the surface level, the primary language teachers across the three teaching contexts gained some knowledge of the new curriculum and teaching methods required after professional training courses. The study also found that primary ELT content and materials were consistent and child-focused across the different contexts of the case studies. This might have been a result of the teachers’ strong assumption that textbooks should drive the teaching. However, there was little evidence that teachers fully understood the intentions of the new curriculum and textbooks; and enacted the materials with pedagogical changes as expected. Analysis of classroom data showed that the quality of CLT practice and child-focused tasks promoted by the English language textbooks was generally poor. The study findings indicate that this lack of quality was related to the teachers’ lack of understanding of a CLT approach in practice and how to apply appropriate methods to teach ESL to young learners. It was also evident that the spoken English competence of the participating teachers, despite some improvement because of the reform process, remained inadequate to support teaching in English and conducting highly interactive CLT activities. Finally, the study identified factors that would support teachers in the implementation process including in-service training courses, new child-friendly textbook and electronic materials, and a few teaching facilities in schools. Those constraining teachers’ practice of the new pedagogies included the preservation of educational norms on language classes, such as teacher-centred approach, textbook driven teaching, centralising classroom management and noise intolerance. The teachers also reported other restraints, such as lack of ELT expertise supports, or lack of teaching aids to assist the teaching of English communicatively to young learners. The study identified core competences which would enable EFL teachers to implement a CLT syllabus. These are presented as a model which highlights the importance of a high level of spoken English language competence for EFL teachers. The other three areas of competence are knowledge of the subject, of the learners, and about the teaching method proposed by ESL literature. The study is significant in providing suggestions for Vietnamese ELT reform based on research evidence of classroom teaching practice. It is also worth presenting voices from teacher-implementers to Vietnamese top-down policy makers of what worked and what needed further actions. Keyword: Curriculum and Instruction; curriculum innovation; EAL; EFL; Elementary Education; English for teaching; ESL; Language and Literacy Education; Language policy; teacher competence framework; teaching English to children; teaching English to young learners; young learners URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3330&context=theses https://ro.ecu.edu.au/theses/2328 BASE Hide details 14 Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan Tahseen Asif; Ouyang Guangming; Muhammad Asif Haider... In: Sustainability ; Volume 12 ; Issue 7 (2020) BASE Show details 15 Morphological Intervention in Promoting Higher-Order Reading Abilities among College-Level Second Language Learners Haomin Zhang; Weicheng Zou In: Sustainability ; Volume 12 ; Issue 4 (2020) BASE Show details 16 Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use Choi; Kang; Sheo In: Education Sciences ; Volume 10 ; Issue 2 (2020) BASE Show details 17 Students’ Perceptions of an EFL Vocabulary Learning Mobile Application Klimova; Polakova In: Education Sciences ; Volume 10 ; Issue 2 (2020) BASE Show details 18 Global Englishes: Variations of a Single Language in All English Classrooms Faulkenberry, Amanda Leigh In: Masters Theses (2020) BASE Show details 19 Supporting the development of learner autonomy through textbooks Khaerudin, Teguh. - : Sydney, Australia : Macquarie University, 2020 BASE Show details 20 Linguistic Awareness of the Prepositional Phrase Complexities in the English as a Foreign Language Context ... Zapata-Leal, Chinger Enrique; Ávila-Portuanto, María Cecilia. - : Zenodo, 2020 BASE Show details Page: 1 2 3 4 5...7

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