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EXPLORING TEACHERS' RESILIENCE IN INDONESIAN EFL LEARNING CONTEXTS
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 11, Iss 1, Pp 1-19 (2021) (2021)
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| 182 |
Bombast Bombardment and Dense Syntax versus Effective Communication and Language Teaching in ESL Settings: Nigerian English Examples
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 229-242 (2021) (2021)
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| 183 |
ONCOLL: A quasi-experimental study on the effect of a web-based platform on teaching collocations
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 68-84 (2021) (2021)
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| 184 |
Critical Pedagogy Trends in English Language Teaching
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 155-165 (2021) (2021)
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| 185 |
Mejora del proceso de aprendizaje de la escritura mediante las rutinas del pensamiento
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 53, 2021, pags. 192-209 (2021)
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| 186 |
Secondary EFL Teachers’ Views Towards the Implementation of Peer Assessment: Between Opportunities and Challenges
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 352-364 (2021) (2021)
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Abstract:
As the previous studies lack proof of teachers' experience and perceptions, especially in secondary school; thus, this current study concerns teachers’ knowledge of the implementation of peer assessment. This study attempts to answer the three research questions: (1) What are EFL teachers' perceptions and experiences towards implementing peer assessment in speaking skills? (2) What are the reasons EFL teachers utilize peer assessment in speaking skills? (3) What are the obstacles faced by EFL teachers in using peer assessment in speaking skills? This current study employed a qualitative approach. It examined the narratives of eight teachers who give responses on the questionnaire and a virtual interview. The results reveal that most teachers gain positive experience in implementing peer assessment in the classroom. It sheds light on three themes of opportunities and five pieces of challenges that have been matched with the literature. Eight teachers encounter more challenges since they don’t commonly use peer assessment in the class. Most importantly, a peer assessment provides an opportunity to enhance student’s learning, and it should be applied to give a chance for the students to develop their skills. Therefore, educational institutions for secondary EFL teachers should consider incorporating peer assessment into their instructional designs so that they are experienced and make peer assessment a precious alternative to language assessment.
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Keyword:
Education (General); English language; english language teaching (elt); L7-991; PE1-3729; peer assessment; speaking skill; teacher’s perception
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URL: https://doi.org/10.26858/eltww.v8i2.21338
https://doaj.org/article/4edb21b3f1a1454492f8b961d0f85f3e
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| 187 |
Perceptions of linguistically responsive teaching in language specialist teachers and mainstream teachers
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 25-41 (2021)
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| 188 |
An LSP framework for translation and interpreting pedagogy
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In: LFE: Revista de lenguas para fines específicos, ISSN 1133-1127, Vol. 27, Nº 2, 2021, pags. 140-156 (2021)
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| 189 |
Collaborative Classrooms: Incorporating Pragmatics and Technology in Language Learning with a Focus on Generation 1.5
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In: All Graduate Plan B and other Reports (2021)
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| 190 |
A Frame-Inspired Task-Based Approach to Metaphor Teaching
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In: Lexis: Journal in English Lexicology, Vol 18 (2021) (2021)
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| 191 |
Fostering Learners' Online Dictionary Skills through Active Dictionary Rubrics
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In: Lexikos, Vol 31, Pp 487-510 (2021) (2021)
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| 192 |
Learners’ Reflective Practice between the Repeated Performances of Tasks: Effects on Second Language Development
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In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
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| 193 |
Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 166-181 (2021) (2021)
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| 194 |
Study on the “Task-based Language Teaching Method” of College English Classes with Aid of “Rain Classroom” Tool
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In: Studies in Literature and Language; Vol 23, No 3 (2021): Studies in Literature and Language; 11-16 ; 1923-1563 ; 1923-1555 (2021)
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| 195 |
Comparing and Contrasting Kinship Terms of Sinhala, Tamil, and Chinese for Second and Foreign Language Teaching in Sri Lanka
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In: Studies in Literature and Language; Vol 22, No 3 (2021): Studies in Literature and Language; 17-22 ; 1923-1563 ; 1923-1555 (2021)
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| 196 |
Public Perceptions of Language Education in Taiwan: English in a Multilingual Context
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In: Mahurin Honors College Capstone Experience/Thesis Projects (2021)
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| 197 |
Teaching Chinese as a Second Language in a Supportive Student-Centered Environment
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In: All Graduate Plan B and other Reports (2021)
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| 198 |
Motivating Language Students Through a Collaborative, Multiliteracies Approach
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In: All Graduate Plan B and other Reports (2021)
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| 199 |
Meeting the Needs of Adult Language Learners: A Focus on Communication and Literacy
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In: All Graduate Plan B and other Reports (2021)
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| 200 |
A dicotomia implícito-explícito no ensino de línguas: uma proposta de atualização / The implicit-explicit dichotomy in language teaching: an update proposal
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In: Revista de Estudos da Linguagem, Vol 29, Iss 1, Pp 121-152 (2021) (2021)
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