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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...24 Hits 1 – 20 of 466 1 Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts WONGDAENG, MEECHAI. - 2022 BASE Show details 2 On topic validity in speaking tests Khabbazbashi, Nahal. - : Cambridge University Press, 2022 BASE Show details 3 English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system Indrarathne, Bimali; Mcculloch, Sharon. - : British Council, 2022 BASE Show details 4 COVID-19 Pandemic’s Impact on English Teaching Gallegos Ibarra, Irene Paula. - : Universidad de Córdoba, 2022 BASE Show details 5 Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ... : Drama in education days 2019 ... null. - : :null, 2021 BASE Show details 6 Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ; Drama in education days 2019 Giebert, Stefanie Hrsg.; Göksel, Eva Hrsg.. - : pedocs-Dokumentenserver/DIPF, 2021 In: 2021, 188 S. (2021) BASE Show details 7 A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities Le, Thi Thuy Chinh. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021 In: Theses: Doctorates and Masters (2021) BASE Show details 8 Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation Hoang, Thinh Quoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021 In: Theses: Doctorates and Masters (2021) BASE Show details 9 Can We Speak?: Approaching Oral Proficiency in the EFL Classroom Correia, Rúben Tiago Medronho Constantino. - 2021 BASE Show details 10 Creating Corpus-Informed Materials for the English as a Foreign Language Classroom: A step-by-step guide for (trainee) teachers using online resources ... Le Foll, Elen. - : Zenodo, 2021 BASE Show details 11 Creating Corpus-Informed Materials for the English as a Foreign Language Classroom: A step-by-step guide for (trainee) teachers using online resources ... Le Foll, Elen. - : Zenodo, 2021 BASE Show details 12 Englisch und die Sprachen Algeriens: Vorschläge für eine neue Sprachpolitik ... : English and the Languages of Algeria: Suggestions towards a New Language Policy ... Sahraoui, Souad. - : Philipps-Universität Marburg, 2021 BASE Show details 13 English and the Languages of Algeria: Suggestions towards a New Language Policy Handke, Jürgen (Prof. Dr.); Sahraoui, Souad. - : Philipps-Universität Marburg, Anglistik und Amerikanistik, 2021 BASE Show details 14 Chimamanda Ngozi Adichie's Olikoye a design-of-materials proposal to introduce literature in the EFL classroom Pastrana Díaz, Claudio Federico. - : Universitat Jaume I, 2021 BASE Show details 15 Introducing Active Learning Strategies in the EFL Secondary Education Classroom: A Didactic Proposal Ibáñez Arenós, María. - : Universitat Jaume I, 2021 Abstract: Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2020/2021 ; Throughout the history of education, many methodologies based on teaching approaches have emerged. Constructivism (Piaget, 1971; Vygotsky, 1978; Dewey, 1902; Bruner, 1901), in its pedagogical current, postulates the need to provide the student with new experiences that can overlap with their previous knowledge, to create new schemata and learn new concepts or create new ideas (Ajdini, 2021; Stapleton & Stefaniak, 2018). However, according to my personal experience during the Master’s Degree internship period, a methodology based on memorisation and repetition of content where the focus is on grammar is still widely used in learning environments (Bérešová, 2021; Meneses, 2019). This type of instruction is known as the Traditional Methodology (Nie, 2011; Saira, Zafar, Hafeez, 2021), which is currently starting to be adapted towards innovative strategies such as Active Learning by, for example, using collaborative learning or the use of technology in the classroom (Trahasch, 2004; Mashau & Nyawo, 2021). Active Learning is based on releasing the teacher from the active role in the classroom, and letting students learn from experience (Brown, 2007; Kahrhoff, 2006; Bonwell & Eison, 1991) which is a theory supported by several studies in the pedagogical area (Hoellwarth & Moelter, 2011; Prince, 2004; among others). Despite this and the fact that the current legislation in Spain, specifically in the Valencian Community governed by the LOMLOE law (2020) and the curriculum established by the Document Pont of the Generalitat Valenciana, support the Active Learning methodology, the reality within some Secondary Education classrooms is far from implementing these strategies. Nowadays, some contents continue to be taught through repetition, memorisation, and evaluation. In particular, according to the experience in my internship period in the Secondary Education School Vicent Castell I Doménech, English as a Foreign Language is currently being taught from a linguistic perspective, departing from lexical and grammatical points, decontextualising the language and making the task of mastering the language arduous (Heidari, 2011). For this reason, with the objective of a future implementation of Active Learning strategies in the secondary education classroom in the subject of English as a Foreign Language in Vicent Castell I Doménech, a proposal based on Active Learning strategies has been elaborated. This pedagogical proposal is intended to create a Mediation Plan and is designed to be implemented in the courses of the fourth level of Compulsory Secondary Education in IES Vicent Castell I Doménech. Thereby, the present Final Master’s Dissertation) focuses on the contextualisation and presentation of a Didactic Unit with these purposes. Keyword: active learning; compulsory secondary education; english as a foreign language; Formació Professional i Ensenyaments d'Idiomes; Formación Profesional y Enseñanzas de Idiomas; LOMLOE; Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat; Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato; Master's Degree in Secondary Education; Vocational Training and Language Teaching URL: http://hdl.handle.net/10234/194729 BASE Hide details 16 Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses García Montes, Paloma. - : Universitat Politècnica de València, 2021 BASE Show details 17 English as a Medium of Instruction in English-as-a-Foreign-Language Primary Schools in Vietnam: Policies and Implementation Truong, Duy Bao. - 2021 BASE Show details 18 Using tasks in second language teaching : practice in diverse contexts Lambert, Craig (Herausgeber); Oliver, Rhonda (Herausgeber). - Blue Ridge Summit : Multilingual Matters, 2020 BLLDB UB Frankfurt Linguistik Show details 19 Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners Getman, Edward Paul. - 2020 BASE Show details 20 EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS ... Hillman, Kyoko Kobayashi. - : Digital Repository at the University of Maryland, 2020 BASE Show details Page: 1 2 3 4 5...24

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