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English Medium Instruction in China’s higher education: teachers’ perspectives of competencies, certification and professional development
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Exploring the relationship between linguistic knowledge and strategy use in listening comprehension
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First and second language use in English medium instruction contexts
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The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong
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A systematic review of English Medium Instruction in Higher Education
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Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables
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Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
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English medium instruction in universities: A collaborative experiment in Turkey
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In: Symplectic Elements at Oxford ; Added by author (2016)
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Higher Education Teachers’ Attitudes towards English Medium Instruction: A three country comparison
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Students' strategies in response to teachers' second language explanations of lexical items
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
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What works better for the learning of concrete and abstract words: Teachers' L1 use or L2-only explanations?
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; ORA review team (2014)
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Exploring the value of bilingual language assistants with Japanese English as a foreign language learners
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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The influence of learning a second language in primary school on developing first language literacy skills
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
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Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Investigating Age in the Use of L1 or English-Only Instruction: Vocabulary Acquisition by Korean EFL Learners
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Teacher Language Background, Codeswitching, and English-Only Instruction: Does Age Make a Difference to Learners' Attitudes?
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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A systematic review of CALL in English as a second language : Focus on primary and secondary education
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Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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A systematic review of CALL in English as a second language: Focus on primary and secondary education
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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Abstract:
After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 studies of technology in L2 learning since 1990. It reveals that research effort in these educational sectors has increased in line with technological developments and there have been important differences between the primary and secondary sectors in the adoption of applications. There then follows an in-depth review of 47 post-2000 studies investigating the efficacy of technology in the teaching of L2 English. It asks what technology has been used and why, what evidence there is that technology facilitates language learning, and what other insights can be drawn from the research in this field. The evidence that technology has a direct beneficial impact on linguistic outcomes is slight and inconclusive, but it may impact indirectly and positively on learner attitudes and behaviours and may promote collaboration. On the whole, the research reviewed lacked the quality that would reassure practitioners and policy-makers that technological investment is warranted. We argue that future research needs to provide a tighter link between technological applications, Second Language Acquisition (SLA) theory, and learning outcomes. © Copyright 2011 Cambridge University Press.
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URL: https://doi.org/10.1017/S0261444811000395
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