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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 Hits 1 – 15 of 15 1 Conceptualisations of critical thinking in academic writing at a master’s level Drybrough, Andrew Gordon. - : The University of Edinburgh, 2019 BASE Show details 2 Exploring young learner's foreign language anxiety in China Hu, Xiaoyi. - : The University of Edinburgh, 2019 BASE Show details 3 Investigation of students’ responses to Arabic and English used by EFL teachers depending on their L1 background in a Saudi Arabian university Bukhari, Shams Mahdi Amin. - : The University of Edinburgh, 2017 BASE Show details 4 Investigation into the differential effects of subtitles (first language, second language, and bilingual) on second language vocabulary acquisition Li, Mingyue. - : The University of Edinburgh, 2016 BASE Show details 5 Impact of workshops on seven EFL teachers’ beliefs and practices concerning L1 use in a Saudi Arabian university Baeshin, Sarah. - : The University of Edinburgh, 2016 BASE Show details 6 Engaging second language teachers in videoconference-integrated exchanges: towards a social constructivist perspective Roura Planas, Sergi. - : The University of Edinburgh, 2015 Abstract: The questions addressed in this study arose from an earlier project which attempted to provide videoconferencing opportunities for Second Language (SL) teachers to engaging in bilingual “virtual exchanges” for their students (hereafter referred to as “eTandem videoconferencing”). This investigation was initially motivated by the interest on discovering why these teachers and their students did not take the opportunity to participate in the synchronous part of the exchanges. This qualitative study reports on the developmental paths experienced by twenty SL teachers from the US, the UK, Switzerland and Spain and their pupils in the process. It particularly aims to discover what teachers' roles emerge in the process. The research also focuses on how these teachers’ practices are consistent with a more social constructivist approach to Computer Assisted Language Learning. The investigation builds on Hartnell-Young’s theoretical model (2003) of teachers’ roles where computers are used. Data collection involves an initial survey, observation of teachers and students before, during and after the exchanges and video-stimulated recall interviews with the teachers. The research centres on critical incidents experienced by these teachers. Hugues' model (2009) of the expanded critical incident approach provides the methodological framework. In line with her model, the study has created a multifaceted word picture of these teachers, further characterised by a condensed set of critical findings. The teachers’ accounts reveal several incidents that inhibited or supported the teachers’ development in terms of how they planned the learning environment regarding the physical space, the virtual setting and the social environment and in terms of how they mediated the implementation of the exchanges towards a more interactive approach. In doing so, this investigation adds to the knowledge base available to educators and researchers by offering greater understanding about these SL teachers’ particular experiences. Keyword: critical incident; eTandem; Second Language Acquisition; social constructivism; videoconferencing URL: http://hdl.handle.net/1842/15673 BASE Hide details 7 English as a lingua franca in a Japanese context: an analysis of ELF-oriented features in teaching materials and the attitudes of Japanese teachers and learners of English to ELF-oriented materials Takahashi, Reiko. - : The University of Edinburgh, 2011 BASE Show details 8 Early-stage french as a foreign language in Taiwan : a case study involving L2 oral proficiency, motivation and social presence in synchronous computer mediated communication (CMC) Ko, Chao-Jung. - : The University of Edinburgh, 2010 BASE Show details 9 The use of dictogloss to encourage discussion of language use Benson, Cathy; Pavitt, Jim; Jenkins, Michael In: Edinburgh working papers in applied linguistics. - Edinburgh 14 (2005), 1-17 BLLDB Show details 10 A Description of LE in Mandarin Chinese and its pedagogical implications Wu, Haiying. - 2005 BASE Show details 11 Key concepts in ELT - Transfer-Cross-linguistic influence Benson, Cathy In: ELT journal. - Oxford : Oxford University Press 56 (2002) 1, 68-70 OLC Linguistik Show details 12 Transfer/cross-linguistic influence Benson, Cathy In: ELT journal. - Oxford : Oxford University Press 56 (2002) 1, 68-70 BLLDB Show details 13 Transfer/Cross-linguistic influence Benson, Cathy. - : Oxford University Press, 2002 BASE Show details 14 Ser ou não ser?: a study of cross-linguistic influence between two foreign languages Benson, Cathy. - : The University of Edinburgh, 1999 BASE Show details 15 "ser" ou "não ser"? : A study of Spanish-Portuguese cross-linguistic influence Benson, Cathy In: Edinburgh working papers in applied linguistics. - Edinburgh 1 (1990), 124-138 BLLDB Show details

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