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1	“We Can’t Become Robots who Reproduce Texts”: Brazilian Students’ Narratives About the Presence of Literature in English Language Classes
	Elisa Seerig; Christine Siqueira Nicolaides
	In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 181-210 (2022) (2022)
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2	Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension
	Hessel, AK; Murphy, VA. - 2018
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3	Teenagers at a Crossroad: Exploring Newcomer Teenagers’ Identity as Learners of Mathematics and English as an Additional Language
	Fellus, Olga Osnat. - : Université d'Ottawa / University of Ottawa, 2018
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4	"I want to grow my country": refugee-background Karen students in transitions: experiences in the move from language school to mainstream schooling
	Hiorth, Amanda. - 2017
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5	A diachronic analysis of the cultural aspect of local English coursebooks
	Dahmardeh, Mahdi; Parsazadeh, Abbas; Parsazadeh, Hossein. - : University of Bedfordshire, 2017
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6	English-as-an-additional-language job interviews: pragmatics training for candidates and analyzing performance on both sides of the table
	Travers, Nicholas. - 2017
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7	Multilingualism as legitimate shared repertoires in school communities of practice: students’ and teachers’ discursive constructions of languages in two schools in England
	Liu, Yongcan; Evans, Michael. - : Informa UK Limited, 2016. : Cambridge Journal of Education, 2016
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8	Disquietude: A Sonata-Form Inquiry Into Multiliteracies Practices in an EAL Classroom
	Burgess, Julianne. - 2014
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9	Genre Features of Personal Statements by Chinese English-as-an-Additional-Language Writers: A Corpus-Driven Study
	Chen, Sibo. - 2013
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10	An investigation of explicit strategy instruction on EFL reading of undergraduate English majors in Thailand
	Khaokaew, Burana. - : University of Bedfordshire, 2012
	Abstract: A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of Philosophy ; As academic and professional knowledge is available around the world through publications in English, the ability to read in English is now widely seen as an essential basic skill for university graduates in countries, like Thailand, where English is a foreign language. However, students often fail to reach a level of reading ability that allows them to read these publications with confidence. It is important that instruction in Reading skills should be improved. It has been claimed that instruction in the use of reading strategies is helpful in improving the reading skills of EFL learners. Research has suggested that explicit instruction can be particularly valuable. This thesis investigates the reading strategies used by Thai university students and investigates whether a short course based on explicit reading strategy instruction can be effective in encouraging the use of strategies and improving reading skills for Thai university students. Based on a literature review on Reading strategy instruction, a framework was developed and applied in the adaptation of a set of materials for use in providing English major Thai university students with explicit instruction in the use of reading strategies. The following research questions were investigated: What are the reading strategies that Thai undergraduate English major students employ in the EFL reading process? Does reading strategy instruction affect students’ use of reading strategies in English? How much improvement do the students show on measures of reading performance after receiving a programme of reading strategy instruction? In a quasi-experimental research design, one class of fifteen students, the Experimental group, was given a twelve-week course in Reading that included explicit instruction in reading strategies while a second group of thirteen students (matched for background characteristics), the Control group, was given a parallel course that did not include explicit strategy instruction. Both quantitative and qualitative comparisons were made. Students were given reading tests and responded to questionnaires about their use of strategies at the beginning and end of their courses. They were also interviewed and performed think-aloud verbal protocols in which they reported in their use of reading strategies as they carried out reading tasks. Participants in the Experimental group reported using a wider range of strategies than those in the Control group following instruction and generally made greater improvements in their reading test scores. The findings support the value of explicit instruction in reading strategies for Thai university students. However, concerns remain about Thai students reliance on translation and slow, careful reading even following instruction in more strategic approaches.
	Keyword: English as a Second Language; English as an Additional Language; English for academic purposes; Q330 English as a second language; reading; reading strategies; Thailand
	URL: http://hdl.handle.net/10547/293774
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11	Strategies in Working with Children Learning English as a Second Language
	Mhic Mhathuna, Maire; Hill, Una
	In: Conference papers (2008)
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12	Learning to teach English in Hong Kong: effects of the changeover in sovereignty
	Urmston, Alan. - : University of Bedfordshire, 2003
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13	Realising the Pedagogical Potential of Multilingual Pre-service Primary Teachers
	In: http://exchanges.warwick.ac.uk/index.php/exchanges/article/download/54/145/
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