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Hits 181 – 200 of 111.397
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Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
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"El inglés me hizo sentirme orgulloso de mí mismo" : La evolución de las identidades imaginadas de los estudiantes de Grado de Educación Primaria en inglés
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The Invisibility Aspect in Language Acquisition Among Native American ELLs
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In: Thinking Matters Symposium (2022)
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Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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Parenting of 1.5 generation Chinese Americans’ parents: A case study
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In: Journal of Global Education and Research (2022)
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186 |
How do L2 student moderators facilitate a peer-led discussion forum?
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187 |
Acoustic features of dysphonic speech vs normal speech in New Zealand English speakers
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Managing data for integrated speech corpus analysis in SPeech Across Dialects of English (SPADE)
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Towards the new construct of academic English in the digital age
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Abstract:
The increasing use of digital educational technologies in Higher Education (HE) means that the nature of communication may be shifting. Assessments of English for Academic Purposes (EAP) need to be reconceptualised accordingly, to reflect the new and complex ways in which language is used in HE. With a view to inform EAP assessments, our study set out to identify key trends related to Academic English using a scoping review of the literature. Findings revealed two major trends: (a) a shift towards multimodal communication which has in turn resulted in the emergence of new types of academic assignments, multimodal genres, and the need for students to acquire new skills to operate within this multimodal arena; and (b) the limitations of existing skills-based approaches to assessment and the need to move towards integrated skills assessment. We discuss the implications of these findings for EAP assessments.
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Keyword:
English for academic purposes; language assessment; multimodal Interaction; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10547/625317 https://doi.org/10.1093/elt/ccac010/6554770
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190 |
Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
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191 |
Eye-tracking L2 students taking online multiple-choice reading tests: benefits and challenges
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A tale of two committees: Newbolt illuminated through the Cox models ; The New Newbolt Report: One Hundred Years of Teaching English in England
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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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On the move: music and english together lead to effective CLIL ; En movimiento: música, inglés, AICLE efectivo
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Linguistic Varieties in Homegoing: Translating the Other’s Voice into Spanish
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Formación específica en AICLE en Educación Física para mejorar el tiempo de compromiso motor ; Specific Training in Clil in Physical Education to Improve Motor Engagement Time
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Attitudes towards regional British accents in EFL teaching: Student and teacher perspectives
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Perceptual Training Effects on the Perception and Production of L2 English Vowels by L1 Greek-Cypriot Learners
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Pre-modified Noun Phrases in a Comprehension-Based Approach to EFL at University Level
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“A better me”: Using acoustically modified learner voices as models
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Henderson, Alice J.; Skarnitzl, Radek. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2022
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