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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 Hits 1 – 20 of 45 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 Show details 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 Show details 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 Show details 4 Development of vocabulary sophistication across genres in English children’s writing [<Journal>] Durrant, Philip [Verfasser]; Brenchley, Mark [Verfasser] DNB Subject Category Language Show details 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 Show details 6 Lexical bundles and disciplinary variation in university students' writing: mapping the territories Durrant, Philip In: Applied linguistics. - Oxford : Oxford Univ. Press 38 (2017) 2, 165-193 BLLDB Show details 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 Show details 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 Show details 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 Show details 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 Show details 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 Show details 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 Show details 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 Show details 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 Show details 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 Abstract: ABSTRACT This study is addressing course design as an important process within the area of language curriculum development. The importance of course design lies in its being as the preparatory stage that contributes to shaping and guiding the subsequent stages of the whole process of course development-implementation and evaluation. The study aims at understanding the role of teachers at a tertiary context in Oman in designing the courses they teach based on their perspectives. It also aims at understanding how students conceptualize and evaluate theses courses. In addition, it aims at exploring what issues and factors have the greatest impact on course design and in what way from the teachers and students’ perspectives as course developers and course receivers, respectively. Based on its purpose, the study is conceived within the paradigm of interpretivism employing its epistemology and philosophy as an underpinning stance. On the basis of the participants’ perspectives and experiences, the qualitative approach has been chosen for determining the strategy and methods of sampling, and data collection and data analysis. In order to gain thick descriptions and information about the investigated phenomenon, the researcher used the method of semi-structured interviews with the teacher sample and focus group discussion with the student sample. In addition, the method of document analysis was also used as a supplementary tool for the teacher sample as it is concerned with the mechanism of course design. Findings of the study were categorized according to the five research questions of the study and the two types of data (teachers and students’ data). Interpretations of teachers’ data revealed that they conceptualize course design as a matter of prioritizing the key element- that is mainly students’ needs- that contributes to shaping and guiding the other components of a course. The students’ data, on the other hand, revealed a variety of perspectives involving their evaluation of single aspects of course design, particularly materials development and selection of the content of a course, with their major concern about course implementation. Among the major findings of this study is the identification of challenges confronted by teachers and students that were described in terms of problems impacting negatively the process of designing courses by teachers and the process of learning by students. Based on the findings of data analysis, the study offers a number of implications and suggestions that are of value for teachers who are involved in the process of course design and the institution where the study takes place. Teachers must have an active role in course design due to their direct contact with the learning situation. Teachers’ involvement in course design is considered as a major factor behind the stage of course implementation. For this, teachers need to be aware of the relationship between course design and its implementation and how they affect each other. Doubtlessly, teachers can play an active role in course design, yet the institution must provide external support such as professional development programs and establishing a professional curriculum committee in order to ensure the effectiveness of curriculum development. Keyword: Course design URL: http://hdl.handle.net/10871/25937 BASE Hide details 16 To what extent is the Academic Vocabulary List relevant to university student writing? Durrant, Philip. - : Elsevier, 2016 BASE Show details 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 Show details 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 Show details 19 Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme Durrant, Philip; Walker, Carolyn Rosemary; Michel, Rebecca. - : Pearson, 2015 BASE Show details 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 Show details Page: 1 2 3

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