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Investigating the effectiveness of Computer Assisted Language Learning (CALL) on Vietnamese EFL young learners’ listening skills
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Global language policies and local educational practices and cultures, 11th ed.
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Voices from Sudan: the use of electronic puzzles in an adult refugee community learning
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The effect of computer assisted language learning (CALL) on performance in the Test of English for International Communication (TOEIC) Listening Module
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Changing pre-service teachers’ perceptions of teaching in rural and remote locations in Queensland by applying a casebased teaching method [NYP 6/6/14]
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Abstract:
Enticing teachers to work in remote locations is of concern globally and in the Australian context universities work hard to develop effective interventions and strategies to address the dearth of pre-service teachers willing to consider future practice in such contexts. This chapter reports the findings from an evaluation of one specific intervention at a regional Australian University, where a stand-alone elective course has been developed called Teaching in rural and remote communities. This course has been developed using a case-based pedagogical approach to explore key themes of structure, teaching practices and curriculum delivery methods in context. Within these key themes a plethora of topics are investigated in depth by students using an experiential approach. The course design and delivery is supported by an embedded evaluation framework that is focused on understanding the impact of engagement on student's changing understandings and perspectives of future practice in rural and remote locations.
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URL: http://eprints.usq.edu.au/23426/ http://eprints.usq.edu.au/23426/9/LIHE2013.pdf
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Cross-cultural pragmatic failure in computer-mediated communication
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Enhancing relationships in doctoral student supervision: shibboleths, signifiers, and strategies
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Finding one's own linguistic space: views on English, Afrikaans and identity in a semi-urban Australian context
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Improving English language and computer literacy skills in an adult refugee program
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Facilitating formative feedback: an undervalued dimension of assessing doctoral students' learning
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L1 literacy amongst generation 1b: a study of an Australian Afrikaans speaking community
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