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Qirāʾah Taḥlīliyyah fī al-Malaffāt al-Brīṭāniyyah ḥawl Thawrat 1919
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The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment
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“No, no Maama! say 'shaatir ya ouledee shaatir'!" children's agency in language use and socialisation
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The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English Foreign Language Learners
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The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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Do the languages migrants use in private and emotional domains define their cultural belonging more than the passport they have?
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Planning and conducting ethical interviews: power, language and emotions
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Intercultural moments in translating and humanising the socio-legal system
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Intercultural crisis communication: cultural background and the formation of perception
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Beyond existing prosodic dichotomies: perception of aesthetic prosodic properties of speech and music in a right-hemisphere stroke patient
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How distinctive is the Foreign Language Enjoyment and Foreign Language Classroom Anxiety of Kazakh learners of Turkish?
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The effects of linguistic proficiency, trait emotional intelligence and cultural background on emotion recognition by English native speakers
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The ordinary semiotic landscape of an unordinary place: spatiotemporal disjunctures in Incheon’s Chinatown
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Enacting equality: rethinking emancipation and adult education with Jacque Rancière
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Helping international master’s students navigate dissertation supervision: research-informed discussion and awareness-raising activities
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Abstract:
Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a UK university, we identify prominent themes emerging and use excerpts from our data to design pedagogic activities for teaching and learning staff to use in workshops with staff and students focused on supervisory practice. The activities ask discussants to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor/supervisee role expectations, and problems with supervisor-supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/24820/3/24820.pdf https://eprints.bbk.ac.uk/id/eprint/24820/ https://doi.org/10.32674/jis.v9i1.276
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The relationship between incommensurable emotions and willingness to communicate in English as a Foreign Language: a multiple case study
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If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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The laryngoscope and 19th century British understanding of laryngeal movements
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