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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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Abstract:
This is an essential text for gaining a deep appreciation of the scope, impact and connections between global languages policies and local education practices and cultures. It is an authentic representation of the authors’ current research and collaboration that shows how the information and communication explosion has shifted the languages education playing field to a new dynamic level of opportunity for learning, knowledge sharing, and active participation in the digital age. The extensive coverage of a multiplicity of contexts where languages learning is the key to success demonstrates how languages education needs to be front and centre in education policy and practices today, across disciplines, and in educating for work, leisure, and cultural understanding. In presenting a rich portrayal of the breadth and depth of the impact of languages education policy across countries and education sectors this text provides powerful insights into global and local practices. It highlights the scope and needs of diverse communities and leads the way in the pursuit of languages education being seen as core.
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URL: https://www.deepuniversitypress.org/global-language.html http://eprints.usq.edu.au/32515/
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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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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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