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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 4 5 6 7 8 9 10...73 Hits 101 – 120 of 1.451 101 The Effect of the CLIL Approach on EFL Student’s Motivation Muñoz Fernández, Andrea. - 2021 BASE Show details 102 An approach to creative media literacy for world issues Hazaea, Abduljalil Nasr In: Journal of Media Literacy Education (2021) BASE Show details 103 Exploring Brazilian English learners’ views and experiences of multilevel EFL classes SILVA SANTOS, THAÍS. - 2021 Abstract: Multilevel classes are diverse classes in which learners from different backgrounds, life experiences and language skills are placed together in one group. The multilevel approach in English as a Foreign Language (EFL) contexts is becoming more common around the world due to various reasons: funding constraints, learner scheduling difficulties, increased number of learners (Ashton 2018), and program logistics (Shank, 1995). Through previous research on teachers’ experiences (Ashton, 2018), it is known that the multilevel method offers both challenges and benefits to adult English learning. As challenges, there are beginners’ vulnerabilities, insecurities, and demotivation throughout the learning process, naturally segregating themselves from others (Mathews-Aydinli & Horne, 2006). Additionally, advanced English learners, who have more knowledge and language skills than classmates with lower proficiency, may potentially be frustrated at sitting through instructions geared towards much lower levels. As benefits, advanced students potentially provide assistance through meaningful interactions with beginners. However, due to the lack of research on learners’ experiences and views of multilevel English classes, it is crucial to explore and listen to learners’ own experiences as English learners. The purpose of this qualitative case study is to explore adult Brazilian English learners’ views and experiences of multilevel English as a Foreign Language (EFL) classes, particularly, beginners and advanced students studying at a specific multilevel English institute located in Brazil. Data collection included ten individual interviews and 4.5 hours of classroom observations. This study found similar and different experiences among English learners in multilevel EFL classes, such as: both groups believed that the biggest challenges of the multilevel is to have pre-class preparation and to interact positively with each other despite their different levels of proficiency. The results are relevant for teachers-facilitators, students, and those managing multilevel EFL institutes in Brazil, bringing different perspectives towards the multilevel EFL classes. The findings will ideally lead to the schools developing more effective tools for further professional development on multilevel EFL teaching, teacher education programs. ; October 2021 Keyword: Adult English learning; English learners’ experiences; Foreign Language Acquisition; Multilevel EFL classes URL: http://hdl.handle.net/1993/35875 BASE Hide details 104 THE ACHIEVEMENT OF ENGLISH LANGUAGE CURRICULA FOR SECONDARY STAGE FROM THE PERSPECTIVES OF EFL TEACHERS AND SUPERVISORS IN JORDAN Mohammad Ahmad Bani Amer; Majid Mohammad Al-Khataybeh In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 36-47 (2021) (2021) BASE Show details 105 Pragmatic failure revisited: Jaworski’s (1994) study in a new light Galina Shleykina In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 303-315 (2021) (2021) BASE Show details 106 INTEGRATING TECHNOLOGY IN EFL CLASSROOM FOR INDONESIAN ADOLESECENT LEARNERS Murah Harfani Batubara In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 542-552 (2021) (2021) BASE Show details 107 ENHANCING EFL ADOLESCENT LEARNERS’ VOCABULARY ACQUISITION VIA ONLINE SINGLE PLAYER ROLE-PLAY GAMES Chien-Yu Lin; Yi-Huey Guo In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 10-22 (2021) (2021) BASE Show details 108 Long-term effects of explicit versus implicit instruction on EFL writing Huimin Ke; Yu Luo; Leslie Piggott... In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021) BASE Show details 109 A cross-cultural study of condolence strategies in a computer-mediated social network Minoo Alemi; Niayesh Pazoki Moakhar; Atefeh Rezanejad In: Russian Journal of Linguistics, Vol 25, Iss 2, Pp 417-442 (2021) (2021) BASE Show details 110 Teacher target language input and young learners’ aural comprehension of English Erk Mirna; Takač Višnja Pavičić In: ExELL (Explorations in English Language and Linguistics), Vol 9, Iss 1, Pp 1-25 (2021) (2021) BASE Show details 111 STUDENTS’ LEARNING APPROACHES IN THE EFL EMERGENCY ONLINE LEARNING CONTEXT Made Hery Santosa; Ni Made Ratminingsih; Luh Diah Surya Adnyani In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 2, Pp 185-220 (2021) (2021) BASE Show details 112 Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity Mohammadreza Valizadeh; Fatemeh Soltanpour In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 132-150 (2021) (2021) BASE Show details 113 THE PERSPECTIVE OF SLA PRINCIPLES OF MATERIALS ANALYSIS ON A THEMATIC ENGLISH TEXTBOOK FOR SIXTH-GRADE ELEMENTARY SCHOOL Camalia Fatih Nida In: Journal of Applied Linguistics and Literature, Vol 6, Iss 2, Pp 208-227 (2021) (2021) BASE Show details 114 Exploratory Action Research: Teaching EFL Vocabulary to Deaf Students through the Use of Visual Aids Nicole González-Reyes; Pamela Ibáñez-Acevedo; María-Jesús Inostroza-Araos... In: Colombian Applied Linguistics Journal, Vol 23, Iss 1, Pp 94-116 (2021) (2021) BASE Show details 115 The Networked Smart Gadgets and Their Role(s) in Enhancing Learning Autonomy in Higher Education’s EFL Context Hamda Abdulaziz Laouini In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 371-391 (2021) (2021) BASE Show details 116 Inductive teaching approaches in business English writing in an EFL context: Paper-based and product-based instructions Piyawan Rungwaraphong In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 34-48 (2021) (2021) BASE Show details 117 Investigating writing difficulties in essay writing: Tertiary students’ perspectives Suhaimah Bulqiyah; Moh. Arif Mahbub; Dyah Ayu Nugraheni In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 61-73 (2021) (2021) BASE Show details 118 EFL Teachers’ Perceptions Towards the Implementation of Online Formative Assessment Amidst the Covid-19 Pandemic Fitri Rahmawati Astiandani; Syafi'ul Anam In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 269-277 (2021) (2021) BASE Show details 119 Motivating EFL Learners to Write Using Padlet Application Syarifuddin Dollah; Muh. Farid Sehuddin; Geminastiti Sakkir In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 240-254 (2021) (2021) BASE Show details 120 Critical thinking, literature and teachers’ instructional activities: An Indonesian case of community service program for English teachers Isti Gandana; Nia Nafisah; Ernie Imperiani In: English Language Teaching Educational Journal, Vol 4, Iss 2, Pp 138-147 (2021) (2021) BASE Show details Page: 1 2 3 4 5 6 7 8 9 10...73

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