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‘I FEEL LIKE I GO BLANK’: IDENTIFYING THE FACTORS AFFECTING CLASSROOM PARTICIPATION IN AN ORAL COMMUNICATION COURSE
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In: TEFLIN Journal, Vol 31, Iss 1, Pp 19-43 (2020) (2020)
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AN ANALYSIS OF CLASSROOM INTERACTION USING FLINT SYSTEM IN ENGLISH FOR TOURISM CLASS AT SMK BINA BANUA BANJARMASIN
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 7, Iss 2, Pp 254-283 (2018) (2018)
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Teacher questioning: exploring student interaction and cognitive engagement in Spanish and EMI university lectures
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 103-120 (2018)
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Third places and the interactive construction of interculturality in the English as foreign/additional language classroom
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In: Acta Scientiarum. Language and Culture; Vol 38 No 4 (2016); 337-346 ; Acta Scientiarum. Language and Culture; v. 38 n. 4 (2016); 337-346 ; 1983-4683 ; 1983-4675 (2016)
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Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
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The institutional and beyond: On L2 teachers' identity display in L2 classrooms
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In: Social Identities and Multiple Selves in Foreign Language Education ; https://hal.archives-ouvertes.fr/hal-00761009 ; Damian J. Rivers et Stephanie Ann Houghton. Social Identities and Multiple Selves in Foreign Language Education, Bloomsbury Academic, pp.13-32, 2013, 9781441160645 ; http://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/ (2013)
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Pedagogy or Ideological Struggle? An Examination of Pupils’ and Teachers’ Expectations for Talk in the Classroom
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Rights Creative Commons: Attribution 3.0 Hong Kong License Title: Classroom Discourse
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In: http://hub.hku.hk/bitstream/10722/57046/1/classroom.pdf?accept=1
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Social interactive entropy and interaction in the language teacher education classroom
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In: Revista Brasileira de Linguística Aplicada, Vol 13, Iss 2, Pp 625-641
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