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1
An Investigation into Vocabulary Learning, Vocabulary Learning Strategies and Mind Mapping Use among Saudi Tertiary EFL Students
Alsaleh, AAA. - : University of Exeter, 2022. : Education, 2022
BASE
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2
Understanding development and proficiency in writing : quantitative corpus linguistic approaches
Durrant, Philip; McCallum, Lee; Brenchley, Mark. - Cambridge, United Kingdom : Cambridge University Press, 2021
BLLDB
UB Frankfurt Linguistik
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3
Examining Student-completed Teacher Evaluation and Stakeholder Perception in a Korean EFL University Context
Kim, J. - : University of Exeter, 2021. : College of Social Sciences (Graduate School of Education), 2021
BASE
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4
Development of vocabulary sophistication across genres in English children’s writing [<Journal>]
Durrant, Philip [Verfasser]; Brenchley, Mark [Verfasser]
DNB Subject Category Language
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5
Understanding the Situation of Learner Autonomy within the Context of Higher Education in Kurdistan-Iraq
Hamad, Karmand Abdulla. - : University of Exeter, 2018. : Graduate School of Education, 2018
BASE
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6
Lexical bundles and disciplinary variation in university students' writing: mapping the territories
In: Applied linguistics. - Oxford : Oxford Univ. Press 38 (2017) 2, 165-193
BLLDB
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7
An Investigation into the Use of Word Lists in University Foundation Programs in the United Arab Emirates
Burkett, Theodore Howard. - : University of Exeter, 2017. : Graduate School of Education, 2017
BASE
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8
Issues in the Implementation of CLIL in Pre-Vocational Education in The Netherlands
van Dongen, Hendrik Adriaan. - : University of Exeter, 2017. : Graduate School of Education, 2017
BASE
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9
Participating in a shared cognitive space: An exploration of working collaboratively and longer-term performance of a complex grammatical structure
Scotland, James. - : University of Exeter, 2017. : The University of Exeter Graduate School of Education, 2017
BASE
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10
The Influence of Features of Collocations on the Collocational Knowledge and Development of Kurdish High School Students: A Longitudinal Study
Ramadhan, Jamal Mohammad. - : University of Exeter, 2017. : College of Social Sciences & International Studies, 2017
BASE
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11
The Education of Bilingual Teachers: Preparation of Thai Pre-service Teachers of English to Teach in Thai-English Bilingual Schools
Phongploenpis, Sasiporn. - : University of Exeter, 2016. : College of Social Sciences and International Studies, 2016
BASE
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12
An inquiry into TESOL teachers’ perspectives on professional development in the workplace at a university in Saudi Arabia
Assalahi, Hussein Musa Ahmed. - : University of Exeter, 2016. : School of Education, 2016
BASE
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13
Identity Matters: Stories of Non-native English-speaking Teachers’ Experiences under the Shadow of Native Speakerism.
Ashraf, Sabina. - : University of Exeter, 2016. : Graduate School of Education, 2016
BASE
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14
A Dynamic Assessment of Interactional Competence in Japanese Learners of EFL: The Act of Requesting
Nicholas, Allan Leslie John. - : University of Exeter, 2016. : Graduate School of Education, 2016
BASE
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15
Investigating the Process of EAP Course Design by Teachers at a Tertiary Level, English Department, a Private College in Oman from the Perspectives of Teachers and Students
Al Khalidi, Iman Jabbar Abbas Saleh. - : University of Exeter, 2016. : College of Social Sciences and International Studies, 2016
BASE
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16
To what extent is the Academic Vocabulary List relevant to university student writing?
Durrant, Philip. - : Elsevier, 2016
BASE
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17
The vocabulary learning behavior of Romanian high school students in a digital context
Cojocnean, Diana Maria. - : University of Exeter, 2015. : College of Social Sciences and International Studies, Graduate School of Education, 2015
BASE
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18
International Teaching Faculty and a Monocultural Student Population: An Interpretive Analysis of Tertiary Teachers’ and Students’ Perceptions in the United Arab Emirates
Moore, Patrick Joseph. - : University of Exeter, 2015. : Department of Education, 2015
BASE
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19
Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme
Abstract: This study evaluates how well the Pearson Test of English – Academic (PTE-A) predicts students’ performance in a pre-university EAP programme, how much progress students make on the EAP programme in terms of PTE-A scores, and what individual differences influence their performance. PTE-A is shown to be a relatively good predictor of student performance, with overall correlations of rs = .58 between pre-programme PTE-A scores and performance in end-of-programme assessments. This predictive relationship was shown to be relatively constant across a wide range of student variables. Over the ten-week programme, students improved their PTE-A scores by between 2.5 (for speaking) and 5.5 (for reading) points. This is in line with findings from previous studies which have measured gains in terms of IELTS bands. Important variables influencing gain scores were the age at which students had started learning English (late starters improved the most), the amount of extra-curricular reading done during the programme and attitudes towards the PTE-A test.
URL: http://hdl.handle.net/10871/20567
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20
The Developing Relationship between Spoken and Written Syntax in an English Secondary School
Brenchley, Mark David Tristan. - : University of Exeter, 2015. : Graduate School of Education, 2015
BASE
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