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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 Hits 1 – 10 of 10 1 Professional Development for EMI: Exploring Taiwanese Lecturers’ Needs Fenton-Smith, Ben; Stillwell, Christopher; Dupuy, Roger. - : Springer, 2017 BASE Show details 2 EMI Issues and Challenges in Asia-Pacific Higher Education: An Introduction Walkinshaw, Ian; Fenton-Smith, Ben; Humphreys, Pamela. - : Springer, 2017 BASE Show details 3 EAP learners' structured reflections on self-development strategies: The design, implementation, and evaluation of a task for EAL university students Fenton-Smith, Ben. - : Cambridge Scholars Publishing, 2017 BASE Show details 4 Implementing a university-wide credit-bearing English language enhancement program: Issues emerging from practice Fenton-Smith, Ben; Humphreys, Pamela; Walkinshaw, Ian. - : Routledge, 2015 BASE Show details 5 The place of Benesch's critical English for academic purposes in the current practice of academic language and learning Fenton-Smith, Ben. - : Association for Academic Language and Learning, 2014 BASE Show details 6 Mandatory trialling of support services by international students: What they choose and how they reflect Fenton-Smith, Ben; Michael, Rowan. - : Routledge, 2013 Abstract: This paper evaluates a strategy to promote the uptake of support services by international students (ISs) at an Australian university. As part of their assessment, ISs completed a so-called 'University Service Reflection Task' (USRT) in a core first-year course. To complete the USRT, all ISs accessed one support service (e.g. language consultation, study skills workshop, careers guidance), then submitted a written reflection about the experience. Using responses to a questionnaire by 155 participants, the researchers investigated which services ISs attended for the USRT and patterns of prior attendance. Students' perspectives were explored by analysing 73 reflective essays. The results showed that two-thirds of the students participated in a service for the first time in order to complete the USRT and favoured services that had closest application to their coursework. Students expressed positive feelings about their experiences and reported learning gains, particularly in the areas of study skills and development of academic language. ; Arts, Education & Law Group, School of Languages and Linguistics ; Full Text Keyword: ESL and TESOL Curriculum and Pedagogy (excl. Maori); LOTE URL: https://doi.org/10.1080/13562517.2013.827644 http://hdl.handle.net/10072/57166 BASE Hide details 7 The application of discourse analysis to materials design for language teaching Fenton-Smith, Ben. - : Bloomsbury, 2013 BASE Show details 8 A scoping study of academic language and learning in the health sciences at Australian universities Fenton-Smith, Ben; Frohman, Rena. - : Association for Academic Language and Learning, 2013 BASE Show details 9 Reading discussion groups for teachers: connecting theory to practice Fenton-Smith, Ben; Stillwell, Christopher. - : Oxford University Press, 2011 BASE Show details 10 A debate on the desired effects of output activities for extensive reading Fenton-Smith, Ben. - : Continuum International Publishing Group, 2010 BASE Show details

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