Relevant bibliographies by topics / EFL

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'EFL'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'EFL.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "EFL"

1

Islam, Mahfuzul, Seon-Ho Kim, A.-Rang Son, Sung-Sill Lee, and Sang-Suk Lee. "Breed and Season-Specific Methane Conversion Factors Influence Methane Emission Factor for Enteric Methane of Dairy Steers." Sustainability 14, no. 12 (June 8, 2022): 7030. http://dx.doi.org/10.3390/su14127030.

Full text
Abstract:
This study determined the breed and the season-specific methane (CH4) conversion factor (Ym) and the emission factor (EF) for the enteric CH4 of dairy steers. The Ym values for Holstein and Jersey steers at different seasons were calculated using the IPCC 2006 equations by incorporating the input and/or output value of the chemical composition of feed, methane production, methane yield, dry matter intake, and methane energy emission. EFs were categorized into five types depending on the 2019 refinement to the IPCC 2006 Tier 2 equations used. EFA was calculated from Equation 10.21A (New), while other EFs were estimated from the Equation 10.21 which were designated according to the gross energy intake (GEI) and Ym as EFB (GEIi and Ym), EFC (GEIii and Ym), EFD (GEIii and Ym (6.3)), and EFE (GEIii and Ym (4.0)). The calculated overall Ym for Holstein and Jersey steers were 4.90 and 7.49, while the recorded EF of group EFA were 56.44 and 67.42 kg CH4/head/year for Holstein and Jersey steers, respectively. For Holstein steers, EFD was overestimated (75.91 vs. 48.20~58.15), while in Jersey steers, the EFF underestimated the EF (kg CH4/head/year) compared to others (40.15 vs. 63.24~73.28) (p < 0.05). Mixed analysis revealed that the breed influenced EFs of all the EF groups, while the season, and the breed × the season influenced EFs of group EFC, EFD, and EFF. The overall results recommended using the breed-specific Ym for the estimation of the EF for enteric methane in dairy steers.
APA, Harvard, Vancouver, ISO, and other styles
2

Prasojo, Lantip Diat, Wiwik Wijayanti, Lia Yuliana, Nurtanio Agus, Akhmad Habibi, and Mohd Faiz Mohd Yaakob. "Instruments’ validation of access to motivation, skills, and use of digital technology: EFL context in Indonesia." Studies in English Language and Education 7, no. 2 (September 3, 2020): 308–22. http://dx.doi.org/10.24815/siele.v7i2.16788.

Full text
Abstract:
The purpose of this study was to validate instruments regarding digital technology access among Indonesian English as a Foreign Language (EFL) faculty members during the Corona Virus Disease 2019 (COVID-19). An EFL Faculty member’s Access to Digital Technology (EFL-FADT) scale was adopted from previous relevant studies consisting of Motivation, Skills, and Use. A total of 235 EFL faculty members from three public and three private universities in Indonesia participated in this study, selected through cluster random sampling. A survey design was applied to examine the factor structure of the EFL-FADT. The survey data were computed through the steps of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) with IBM SPSS 23 and SPSS AMOS 23. Through the EFA with Varimax rotation, two factors emerged from Motivation, three from Skills, and two from Use. The result successfully mapped the proposed model. The CFA approach verified the instrument which was satisfactory for Indonesian EFL faculty members. The findings informed 25 valid and reliable indicators. The measured scale achieves psychometric properties. It can provide future studies with a tool to capture EFL faculties’ access to digital technology.
APA, Harvard, Vancouver, ISO, and other styles
3

Yang, Lan, and Rashid Bin Saad Mohd. "Exploratory and Confirmatory Factor Analysis of PERMA for Chinese University EFL Students in Higher Education." International Journal of Language Education 5, no. 2 (June 30, 2021): 51. http://dx.doi.org/10.26858/ijole.v5i2.16837.

Full text
Abstract:
The purpose of this research is mainly to explore the validity and reliability of PERMA instruments to determine the nature of PERMA for Chinese university EFL students. A total of 309 Chinese university EFL students from 10 universities in Gansu province were investigated. Selected by cluster random sampling, the extracted data from the survey design underwent exploratory factor analysis(EFA) and confirmatory factor analysis(CFA) with the use of SPSS version 24 and AMOS version 23 to verify the factor structure of the PERMA. The results of EFA indicate similar structures from prior research and the present study. The CFA results testify that the PERMA instrument is satisfactory for Chinese university EFL students. Therefore, this research indicates that the PERMA of Chinese university EFL students also has a five-factor structure, which implies the perceived PERMA in the Chinese EFL context to be adequately invariant and it as an effective measurement tool supporting the research of Chinese university students’ well-being. The findings highlight the significance of validating and confirming the PERMA structure and provide new insights into its application across different cultural contexts.
APA, Harvard, Vancouver, ISO, and other styles
4

Burgess, Donald, Kiel Ortega, Greg Stumpf, Gabe Garfield, Chris Karstens, Tiffany Meyer, Brandon Smith, et al. "20 May 2013 Moore, Oklahoma, Tornado: Damage Survey and Analysis." Weather and Forecasting 29, no. 5 (October 1, 2014): 1229–37. http://dx.doi.org/10.1175/waf-d-14-00039.1.

Full text
Abstract:
Abstract The tornado that affected Moore, Oklahoma, and the surrounding area on 20 May 2013 was an extreme event. It traveled 23 km and damage was up to 1.7 km wide. The tornado killed 24 people, injured over 200 others, and damaged many structures. A team of surveyors from the Norman, Oklahoma, National Weather Center and two private companies performed a detailed survey (all objects/structures) of the tornado to provide better documentation than is normally done, in part to aid future studies of the event. The team began surveying tornado damage on the morning of 21 May and continued the survey process for the next several weeks. Extensive ground surveys were performed. The surveys were aided by use of high-resolution aerial and satellite imagery. The survey process utilized the enhanced Fujita (EF) scale and was facilitated by use of a National Weather Service (NWS) software package: the Damage Assessment Toolkit (DAT). The survey team defined a “well built” house that qualified for an EF5 rating. Survey results document 4253 objects damaged by the tornado, 4222 of them EF-scale damage indicators (DIs). Of the total DIs, about 50% were associated with EF0 ratings. Excluding EF0 damage, 38% were associated with EF1, 24% with EF2, 21% with EF3, 17% with EF4, and only 0.4% associated with EF5. For the strongest level of damage (EF5), only nine homes were found. Survey results are similar to other documented tornadoes, but the amount of EF1 damage is greater than in other cases. Also discussed is the use of non-DI objects that are damaged and ways in which to improve future surveys.
APA, Harvard, Vancouver, ISO, and other styles
5

Hudson, Peter, Hoa Thi Mai Nguyen, and Sue Hudson. "Mentoring EFL Preservice Teachers in EFL Writing." TESL Canada Journal 27, no. 1 (December 18, 2009): 85. http://dx.doi.org/10.18806/tesl.v27i1.1033.

Full text
Abstract:
Effective mentoring of EFL preservice teachers may advance EFL teaching practices. Five factors for mentoring have been identified, namely, personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. An empirically based survey instrument focused on 106 Vietnamese preservice teachers’ perceptions of their mentoring for EFL teaching across these five factors. Apart from acceptable Cronbach alphas for four of the five factors (system requirements was .08 below the accepted .70 level), analysis revealed that more than 50% of these preservice teachers perceived that they had not received mentoring for developing their teaching of English writing on 29 of the 34 survey items. Mentoring practices in this study varied; consequently, EFL mentors may require guidance for enhancing their practices. In addition, the instrument linked to the five-factor mentoring model may assist in identifying mentors’ needs for devising professional development programs.
APA, Harvard, Vancouver, ISO, and other styles
6

Caliseo, Caio Tosato, Stênio Roberto Castro Lima Santos, Climério Pereira do Nascimento Jr, Sérgio Samir Arap, Lenine Garcia Brandão, and Fábio Luiz de Menezes Montenegro. "Resultados funcionais do auto-implante de paratireóides em loja única no tratamento do hiperparatireoidismo secundário." Revista do Colégio Brasileiro de Cirurgiões 38, no. 2 (April 2011): 85–89. http://dx.doi.org/10.1590/s0100-69912011000200003.

Full text
Abstract:
OBJETIVO: Avaliar o funcionamento e tempo cirúrgico do auto-implante de paratireóide em loja única comparando-o ao implante realizado em cinco e vinte lojas. MÉTODOS: Pacientes submetidos à parotidectomia total com auto implante (Ptx-AI) por hiperparatireoidismo secundário e terciário foram avaliados em grupos de implantes em 20 lojas (A), cinco lojas (B) e loja única (C), em relação ao Estado Funcional (EF) do implante e ao tempo cirúrgico deste. Foram determinados quatro Estados Funcionais de acordo com o nível sistêmico de PTH: 1-abaixo do normal; 2-normal; 3- elevado não mais que três vezes; 4- elevado mais que três vezes. RESULTADOS: Foram submetidos a Ptx-AI 349 pacientes, por hiperparatireoidismo renal, entre 1994 a 2009. Para o estudo funcional foram elegíveis 101 pacientes com as seguintes observações: grupo A (n=30) - EF1 16,6%, EF2 50%, EF3 23,3% e EF4 10%; grupo B (n=41) - EF1 14,6%, EF2 58,5%, EF3 22% e EF4 4,9%; Grupo C (n=30) - EF1 17%, EF2 57%, EF3 20% e EF4 6% (p=0,9, x²). Porém no grupo C, o tempo cirúrgico médio do implante foi estatisticamente mais rápida (7,9 minutos) em relação à média em cinco lojas (18,6 minutos) e 20 lojas (44 minutos), em 66 pacientes avaliados (p<0,0001, ANOVA). CONCLUSÃO: O auto-implante em loja única diminui o tempo cirúrgico sem alterar a funcionalidade do mesmo.
APA, Harvard, Vancouver, ISO, and other styles
7

Paulikas, Marius J., Thomas W. Schmidlin, and Timothy P. Marshall. "The Stability of Passenger Vehicles at Tornado Wind Intensities of the (Enhanced) Fujita Scale." Weather, Climate, and Society 8, no. 1 (January 1, 2016): 85–91. http://dx.doi.org/10.1175/wcas-d-15-0051.1.

Full text
Abstract:
Abstract Two independent datasets (total n = 959) of tornado-stricken passenger vehicles collected from 12 tornado events over a 15-yr time span are combined and tested to determine whether vehicle movement and/or upset are consistent at various wind speed intensities. Impacted vehicles are classified into three categories of upset motions (no movement, lateral shifting, rolling and lofting motions) for each wind intensity category of the Fujita and Enhanced Fujita scales. Vehicles observed by Schmidlin exposed to F1 and F2 winds are statistically assessed to determine if upset distribution values are consistent with those assessed by Marshall at these respective wind speeds; this same approach is subsequently conducted for vehicles at F3/EF3 and F4/EF4 winds. No statistical differences are found between the two sets of field survey data, which are therefore considered to be of the same population. Passenger vehicles are currently not utilized as damage indicators for rating tornado wind intensities, although the results of this study suggest that only 10% of vehicles are typically shifted at EF0 wind speeds, 36% are displaced at EF1 and EF2 winds (5% are rolled or lofted), 63% are displaced at EF3 and EF4 winds (15% are rolled and lofted), and all vehicles exhibit some form of movement or upset at the EF5 wind speed. The results of this study may potentially serve as a basis for providing better tornado safety protocols, designing safer vehicles and infrastructure, and estimating tornado wind speeds where few EF-scale damage indicators are available.
APA, Harvard, Vancouver, ISO, and other styles
8

Ghosh, Abir, Dipankar Bandyopadhyay, and Ashutosh Sharma. "Electric field mediated elastic contact lithography of thin viscoelastic films for miniaturized and multiscale patterns." Soft Matter 14, no. 19 (2018): 3963–77. http://dx.doi.org/10.1039/c8sm00428e.

Full text
Abstract:
Combination of elastic contact lithography (ECL) and electric field lithography (EFL) have shown significant potential to develop higher aspect ratio large-area micro-/nanopatterns on polymeric surfaces.
APA, Harvard, Vancouver, ISO, and other styles
9

Mora, Raúl Alberto. "Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE." GIST – Education and Learning Research Journal 24 (June 30, 2022): 25–42. http://dx.doi.org/10.26817/16925777.1137.

Full text
Abstract:
Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include us or exclude us from the larger global conversations in the field of ELT and related ones as a way to remain active and relevant in years to come. This article proposes moving from English as a Foreign Language (EFL) into English as a Colombian Language (ECL) as the intermediate step toward Colombian English (CE). This article will first problematize EFL as a segue into detailing the transition and some considerations involving our views of English and teacher education.
APA, Harvard, Vancouver, ISO, and other styles
10

Al-Seghayer, Khalid. "Determinants of Saudi EFL Learners’ Beliefs about Learning EFL." Studies in English Language Teaching 10, no. 3 (June 24, 2022): p1. http://dx.doi.org/10.22158/selt.v10n3p1.

Full text
Abstract:
Language learners’ beliefs constitute an individual difference variable that profoundly influences language-learning behavior and significantly contributes to the process and ultimate success of language learning. This article identifies the beliefs Saudi learners hold about learning English as a foreign language (EFL). The analysis first addresses Saudi EFL learners’ perceptions of English, followed by a discussion of Saudi EFL learners’ experiences with learning English. The discussion also addresses these learners’ expectations about studying English and concludes by pinpointing the importance of understanding the distinct language-learning beliefs of Saudi EFL learners and highlighting all factors that could affect these beliefs. Moreover, this conceptual article offers measures and progressive ideas to consider that will help Saudi EFL teachers reinforce more productive and insightful language beliefs that have a facilitative effect on language learning and keep Saudi EFL learners from developing debilitative conceptions of language-learning beliefs. This work also highlights several research directions and pedagogical implications.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "EFL"

1

Min, Chan K. "The effects of assignments in EFL/EFL compositions." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720135.

Full text
Abstract:
In ESL writing, a controversy has existed on whether or not an assignment plays an important role when students produce their writings. Plausible arguments have been also made on the matter of amount of information given in a writing assignment. But so far, there have been no convincing data to show a favor of either side in any case.This study is designed to examine the importance of assignment and the relationship between information load and the quality of ESL student writings by analyzing compositions written by ESL students. For the collection of data, 150 students who were randomly selected from two Korean universities. They were asked to write an essay in response to three different types of writing assignments in information load and topic kind.The data were analyzed by two well trained ESL teachers with the method of holistic evaluation. The data were evaluated in nine areas of quality with a binary scale (Yes and No) and in general quality with a 1 to 6 scale. The result of data evaluation was analyzed statistically using SPSS-X. Cross tabulations were used to check for relationship between information load and general impression score, between information load and binary question scores, and between binary question scores and general impression scores. Regression techniques were used to characterize the significant relationships. In performing all calculations, a paper's score will be the sum of the individual graders' scores.The results of data analysis demonstrate that ESL students prefer a subjective topic despite the level of information load. Nevertheless, their preference is not directly related to the quality of their writings. ESL students produce higher quality of writings as they are given less information. Finally, the importance of an assignment in ESL writing classes is supported by the marking of students' higher scores in dichotomous questions.The study also discusses problems and causes of difficulties, in Korean ESL, for utilizing the method of writing education as a means of teaching the English language. The study also points out the importance of a teacher training program and suggests variables which should be considered for producing a better quality teacher training program in the Korean ESL situation.
Department of English
APA, Harvard, Vancouver, ISO, and other styles
2

Mörck, Jansson Christine. "Teaching EFL to Newly Arrived Adolescents : A Literature Review on EFL Teaching in Multilingual Classrooms." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22528.

Full text
Abstract:
The Swedish curriculums point out that language is crucial to social interactions, learning and individual development as well as essential to uphold a democratic and multicultural country. However, a recent report from the Swedish National Agency for Education depicts the language introduction programs for immigrant adolescents in Sweden as a school form in great need of development (Skolverket, 2016a). This systematic literature review, which draws on sociocultural theory, contributes to the field of how to teach English to newly arrived adolescents in Sweden. The main findings, gathered from six studies from around the world, suggest several different areas for improvement concerning EFL teaching. A specific pedagogy for EFL learners is suggested as well as targeted professional development for EFL teachers. Additionally, the results point out challenges faced by EFL teachers in multilingual classrooms. Further research could investigate how EFL teachers deal with these challenges. Furthermore, further research could investigate EFL textbooks for multilingual students at upper secondary school in terms of language, culture, identity texts and difficulty level.
APA, Harvard, Vancouver, ISO, and other styles
3

Kamil, Intissar Sami Abdul-Hafid. "Perceptions of Kuwaiti EFL student-teachers towards EFL writing and methods of teaching and learning EFL writing." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3203.

Full text
Abstract:
This thesis focuses on the perceptions of Kuwaiti EFL student-teachers to methods of teaching and learning EFL writing in Kuwait, and the extent to which their perceptions of EFL writing may be affected by these methods. It draws on the finding of ten interviews with student-teachers from one of the higher educational colleges in Kuwait. Students were asked to describe how they perceive EFL writing and methods of teaching and learning practices in their EFL writing classrooms. They were invited to discuss the nature of their teachers’ role in their classrooms and assess the extent to which that role enhanced or undermined their attitudes to EFL writing. Students discussed how they felt about EFL writing and their teaching practices. They discussed ways in which their perceptions of EFL writing could be enhanced and explained how their teaching practices influenced their views of themselves as writers. In the literature, there are no theories for L2 writing to date and L2 researchers have tended to assume that the models of L1 would apply equally to L2 writers, with appropriate modifications. This, it is argued, is not necessarily the case as cultural and language differences between L1 and L2 create difficulties that are not accounted for by L1 research, as L2 writers use their identity and their way of making meaning when they write in L2. The study addresses the gap in L2 writing literature, and more research is needed to understand how to support L2 writers in achieving writing fluency. This research suggests that change is needed in pedagogical practices in the teaching of EFL writing. EFL writing teachers in this study demonstrated little awareness, both of how to acknowledge their students’ out-of-school experiencs of writing and of writing as a social practice. The study recommends that the teaching of writing takes more account of the ‘writing process’ approach, with attention given to pre-writing activities and to revision processes, and that more attention is paid to genres in writing, as socially-constructed forms of meaning-making. It also recommends that teacher feedback is developed to be more purposeful and formative. Writing needs implicit learning and intensive practice and it cannot be acquired like speaking. Through learning EFL learners will be more familier with the structure of EFL language and they will understand how use this structure to acheive different social purposes in particular context of use. Well-rained EFL writing teachers will have the ability to help EFL learners write more efficiently. Thus, this research suggests that the students’ pre-service training programme and teachers’ in-service professional developmental programme for EFL writing need to be seriously improved to cope with the social needs of their students, the needs of their society and the needs of developing education internationally. EFL writing needs to be viewed as a vital communicative medium and students should be taught in a way that helps them interact with others by that medium. This research recommends further studies to explore methods of teaching and learning EFL writing and EFL in general to develop a strong voice in debate, to listen to the voice of EFL students, to enhance the methods of teaching practices, and to increase students’ self-efficacy in their ability to be efficient in their EFL writing in particular, and EFL in general.
APA, Harvard, Vancouver, ISO, and other styles
4

Lemes, Gabriela de Almeida. "EFL CD-ROMs." Florianópolis, SC, 2008. http://repositorio.ufsc.br/xmlui/handle/123456789/91415.

Full text
Abstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2012-10-23T22:38:51Z (GMT). No. of bitstreams: 1 267115.pdf: 3956890 bytes, checksum: bdcea27722abbcdeee7396e876c437ca (MD5)
The study aimed at mapping the types of language activities of two CD-ROMs, one that accompanies the EFL/ ESL coursebook Interchange Third Edition 1 and one that accompanies the EFL/ ESL coursebook Touchstone 2. To achieve this aim, a framework of types of language activities, based on Hughes and Weir, was created. The analysis of the language activities of the CDs consisted of identifying the main features of each activity, comparing them to the features of the activity types described in the framework and finally, categorizing each activity of each CD as one of the activity types of the framework. The results of the analysis showed that the framework was insufficient because some activities in the CDs did not fit any of the types listed. Also, the results showed that Interchange CD-ROM offers more variety in terms of types of language activities, even though there are more activities in Touchstone CD-ROM. Another finding is that in spite of the variety of types of activities, there are an expressive number of Multiple choice activities in Interchange. Finally, neither of the CDs offers writing activities.
Este estudo teve como objetivo mapear os tipos de atividade de língua encontrados em dois CD-ROMs, um que acompanha o livro didático de inglês como língua estrangeira Interchange Third Edition 1 e outro que acompanha o livro didático de inglês como língua estrangeira Touchstone 2. Para atingir este objetivo, uma taxonomia de tipos de atividades de língua, com base em Hughes e Weir, foi criada. A análise das atividades de língua dos CDs consistiu da identificação das principais características de cada atividade, da comparação dessas características com as dos tipos de atividade descritos na taxonomia e finalmente, da categorização de cada atividade dos CDs como pertencente a um certo tipo de atividade dentre aqueles listados na taxonomia. Os resultados da análise mostraram que a taxonomia foi insuficiente porque algumas atividades encontradas nos CDs não puderam ser encaixadas em nenhum dos tipos listados. Além disso, os resultados mostraram que o CD-ROM da série Interchange oferece uma variedade maior de tipos de atividades, apesar de haver mais atividades no CD da série Touchstone. Outra conclusão é que apesar da variedade encontrada na série Interchange, há um expressivo número de atividades de múltipla escolha. Finalmente, nenhum dos CDs traz atividades de produção escrita.
APA, Harvard, Vancouver, ISO, and other styles
5

Ruthan, Mohammed Qasem. "English Loanword phonology in Arabic." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1361.

Full text
Abstract:
There has been an increase in interest among researchers in the study of loanword phonology, but only limited studies have been carried out on the phonology of English loanwords in Arabic. Thus, there is a need for more linguistic studies to shed light on the borrowing of English loanwords into Arabic. A significant issue that has been the subject of an ongoing debate is whether adaptation processes are part of perception or production. This study investigated the phonology of English loanwords in Arabic. In the process, it discussed the phonetic and phonemic approaches that have been controversial in loanword adaptation. The study questioned whether the absence of phonemes in the Arabic phonemic inventory equivalent to certain English target phonemes affected EFL and ESL learners' pronunciation of English loanwords differently. It also examined whether they substituted phonemes, and if so, whether the two groups of speakers used the same phonemes for substitution or used different ones. A list of 29 loanwords was compiled and used to examine the productions of 15 EFL learners from Salman University and 15 ESL learners from the Center for English as a Second Language in Southern Illinois University. Examining the effects of the Arabic Ll on the production of loanwords via transfer, approximation, the Markedness Differential Hypothesis, and Optimality Theory showed that these English loanwords had undergone certain phonological modifications. Both EFL and ESL learners reflected native Arabic phonological processes, while only ESL learners reflected universal patterns, such as VOT approximation, that followed neither the phonological system of Arabic nor that of English. Consequently, the findings of the study contribute to a better understanding of how both phonology and phonetics are related to English loanwords in Arabic. Further research is suggested to investigate different aspects of loanword phonology, such as the effects of orthography.
APA, Harvard, Vancouver, ISO, and other styles
6

Wilhelmson, Mika. "Representations of culture in EIL : Cultural representation in Swedish EFL textbooks." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21120.

Full text
Abstract:
The English language has become an international language and is globally used as a lingua franca. Therefore, there has been a shift in English-language education toward teaching English as an interna-tional language (EIL). Teaching from the EIL paradigm means that English is seen as an international language used in communication by people from different linguistic and cultural backgrounds. As the approach to English-language education changes from the traditional native-speaker, target country context, so does the role of culture within English-language teaching. The aim of this thesis is to in-vestigate and analyse cultural representations in two Swedish EFL textbooks used in upper-secondary school to see how they correspond with the EIL paradigm. This is done by focusing on the geograph-ical origin of the cultural content as well as looking at what kinds of culture are represented in the textbooks. A content analysis of the textbooks is conducted, using Kachru’s Concentric Circles of English as the model for the analysis of the geographical origin. Horibe’s model of the three different kinds of culture in EIL is the model used for coding the second part of the analysis. The results of the analysis show that culture of target countries and "Culture as social custom" dominate the cultural content of the textbook. Thus, although there are some indications that the EIL paradigm has influ-enced the textbooks, the traditional approach to culture in language teaching still prevails in the ana-lysed textbooks. Because of the relatively small sample included in the thesis, further studies need to be conducted in order to make conclusions regarding the Swedish context as a whole.
APA, Harvard, Vancouver, ISO, and other styles
7

Gregory, Debra Jane. "The Preferred Learning Styles of Greek EFL Students and Greek EFL Teachers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4836.

Full text
Abstract:
The purpose of this study was to identify the preferred learning styles of Greek EFL students and teachers in Greece. The learning styles examined were visual, auditory, kinesthetic, tactile, group and individual. The study was conducted at a private English language school in Piraeus, Greece. Ninety-two Greek EFL students (33 male and 59 female) ranging in age from 13 to 22, and 11 Greek EFL teachers (3 male and 8 female) ranging in age from 22 to 52 constitute the sample. The study used the self-reporting learning style questionnaire that Reid (1987) developed to measure the preferred learning style preferences of ESL students in the U.S., and is a partial replication of Reid's study. The instrument was used to determine the major, minor and negligible preferred learning styles of Greek EFL students and teachers. Data from the learning style questionnaires were analyzed using paired t-tests, unpaired t-tests, single-factor and two-factor ANOVAs. Statistical analysis indicated kinesthetic learning as a major learning style for students, and visual, kinesthetic and tactile learning as major learning style preferences for teachers. No negligible learning styles were reported for either group. Students tended to prefer teacher-centered learning styles (visual, auditory and individual learning) slightly more than student-centered learning styles (kinesthetic, tactile and group learning). Furthermore, teachers tended to prefer student-centered learning styles slightly more than teacher-centered learning styles. Data from both groups (teachers and students) suggested interaction effects for age and gender. The results of this study raise questions concerning the reliability of Reid's instrument. Neither subject groups in this study, nor subjects in Hoffner's (1991) or Pia's (1989~ studies, identify negligible learning styles on the part of the subjects. This raises questions related to the reliability of Reid's instrument. It suggests that further study needs to be conducted in measuring learning style preferences in culture specific studies.
APA, Harvard, Vancouver, ISO, and other styles
8

Onalan, Okan. "Efl Teachers&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12604872/index.pdf.

Full text
Abstract:
This study aims to investigate Turkish teachers&rsquo
opinions and beliefs on the place of target cultural information in English language teaching, as well as their related practices and applications in EFL classrooms in Turkish higher education context. Particularly, it tries to explore three research questions: (a) How do Turkish teachers of English define culture? (b) What are the EFL teachers&rsquo
attitudes towards incorporating cultural information into their teaching? and (c) What role do they allocate to the culture of the target language in their classrooms? Data was collected from 98 randomly selected EFL teachers in the Preparatory (Hazirlik) Programs of four universities (Hacettepe University, Middle East Technical University, Ankara University, and Baskent University) in Ankara. A written survey questionnaire, including structured items, a rating scale and a Likerttype attitude scale, together with a follow-up interview were used as the two data collection methods. The analyses were carried out by frequency counts of the predetermined choices in the items and the related responses that were given to questions of the interview. The study shows that teachers mostly define culture in the sociological sense, such as values and beliefs. Their definition of culture in the framework of ELT slightly shifts towards more visible culture, such as food and clothing. The study also reveals teachers&rsquo
positive attitudes towards incorporating cultural information in their instruction. Teachers incorporate cultural knowledge to increase the learners&rsquo
awareness of other cultures and people for intellectual development, and to improve learners&rsquo
communicative competence.
APA, Harvard, Vancouver, ISO, and other styles
9

Claro, Rita de Cássia Sobreira. "EFL readers' text comprehension." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94026.

Full text
Abstract:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010
Made available in DSpace on 2012-10-25T05:41:53Z (GMT). No. of bitstreams: 1 289913.pdf: 1836384 bytes, checksum: 6a48f2b2cfc9ec39e8af2d91bfb7848a (MD5)
Este estudo empírico investigou o efeito facilitador de ilustrações na compreensão de texto para leitores de inglês como língua estrangeira. O estudo foi motivado pela necessidade de maior entendimento do tema, tendo em vista ser um assunto atualmente abordado por vários pesquisadores do campo de Linguística Aplicada. A metodologia adotada envolveu a coleta de dados de 13 participantes do curso de inglês extracurricular da Universidade Federal de Santa Catarina, com nível básico de proficiência, correspondente ao terceiro semestre do curso, o qual é composto por seis semestres. Os participantes foram divididos em três grupos pequenos e cada grupo leu o mesmo texto com uma abordagem diferente: O Pre-Reading Group realizou uma atividade pré-leitura com figuras antes de ler o texto; O With-Picture Group leu o texto com as imagens; e o No-Picture Group leu o texto sem imagens. As atividades realizadas pelos participantes consistiram em uma leitura de texto, uma arefa de recordação de conteúdo imediatamente após a leitura, uma tarefa de múltipla escolha, um questionário retrospectivo; uma segunda tarefa de recordação do conteúdo foi realizada uma semana após o primeiro encontro. Os dados foram analisados tanto quantitativamente quanto qualitativamente, examinando-se os resultados das tarefas de recordação do conteúdo lido, os dados da tarefa de múltipla escolha e o questionário retrospectivo. Os achados deste estudo indicam um efeito facilitador das ilustrações na compreensão de leitura quando levado em consideração o uso das imagens como suporte na atividade de pré-leitura. O grupo WPG mostrou melhores resultados no delayed recall quando comparado com o immediate recall. Os resultados gerais sugerem que o efeito facilitador do uso de ilustrações pode auxiliar os leitores de segunda língua (inglês) na seleção de informação relevante, o que pode ajudar na compreensão de texto para alunos/leitores com nível básico de proficiência.
APA, Harvard, Vancouver, ISO, and other styles
10

Öhman, Elin. "Att inte hämmas när språkkunskaperna brister : En undersökning om lärares och elevers medvetenhet om, och användning av, strategier i muntlig produktion av engelska." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31594.

Full text
Abstract:
The purpose of this study is to examine pupils’ and teachers’ perspectives and use of language strategies when speaking English. Questions that will try to be answered are: What are the teachers’ thoughts about language strategies? In the subject English, which strategies do the pupils in 6th grade use? Which strategies to communicate are used most frequently by 6th graders when speaking English unprepared? To answer these questions, interviews with teachers were held. The pupils answered a survey and were observed while talking English. Earlier studies have showed that language learning strategies are an efficient tool for people learning a second language while overcoming their language skills shortcomings that might arise while communicating in a second language. This study concludes that language learning strategies have a significant part to play in the development of a communicative competence. The teachers emphasized the importance of a good learning environment, interaction and pupils’ awareness about the language learning process. The pupils reported that they used strategies such as paraphrasing and body language, which the observation later confirmed.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "EFL"

1

Al-Mahrooqi, Rahma, Christine Coombe, Faisal Al-Maamari, and Vijay Thakur, eds. Revisiting EFL Assessment. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32601-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Üstünel, Eda. EFL Classroom Code-Switching. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Martin, Wolff, ed. China EFL curriculum reform. Hauppauge, NY: Nova Science Publishers,Inc., 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Danesi, Marcel. Barron's ESL/EFL handbook. Hauppauge, NY: Barron's Educational Series, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Adderley, Clive. Narrative in EFL teaching. Birmingham: University of Birmingham, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

John, Carmichael. Teaching EFL to adults. London: St.Giles Educational Trust, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Acklam, Richard. Index of EFL materials: The EFL teacher's guide to useful published materials. London: International House, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Muller, Theron, John Adamson, Philip Shigeo Brown, and Steven Herder, eds. Exploring EFL Fluency in Asia. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137449405.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Muller, Theron, Steven Herder, John Adamson, and Philip Shigeo Brown, eds. Innovating EFL Teaching in Asia. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230347823.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lin, Lin. Investigating Chinese HE EFL Classrooms. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-44503-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "EFL"

1

Awayed-Bishara, Muzna. "EFL Discourse." In EFL Pedagogy as Cultural Discourse, 26–56. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315143149-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sell, Charlotta. "Primary-level EFL." In Children's Literature as Communication, 291–313. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/sin.2.19sel.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rönnqvist, Lilian. "Secondary-level EFL." In Children's Literature as Communication, 315–31. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/sin.2.20ron.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Awayed-Bishara, Muzna. "EFL Policy Discourse." In EFL Pedagogy as Cultural Discourse, 110–31. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781315143149-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gilquin, Gaëtanelle, and Sylviane Granger. "From EFL to ESL." In Studies in Corpus Linguistics, 55–78. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/scl.44.04gra.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Weng, Zhenjie. "From EFL to ESL." In Advocacy for Social and Linguistic Justice in TESOL, 107–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003202356-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nicaise, Eric. "Towards CONNEcTing EFL teachers." In Native and Non-Native Teacher Talk in the EFL Classroom, 192–98. London ; New York : Routledge, 2020. |Series: Routledge applied corpus linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Schauer, Gila A. "Results: EFL Primary School Teachers." In Teaching and Learning English in the Primary School, 189–232. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23257-3_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bouchard, Jeremie. "Exploring the Japanese EFL Classroom." In Ideology, Agency, and Intercultural Communicative Competence, 1–18. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3926-3_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Azkarai, Agurtzane, and Rhonda Oliver. "Teaching EFL to Young Learners." In Teaching Young Second Language Learners, 89–108. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315149813-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "EFL"

1

Kelen, E. M. A., A. M. Chudzinski, L. R. C. Goncalves, and Z. Rothschild. "INHIBITORS OF FIBRINOLYSIS IN THE EUGLOBULIN FRACTION OF SNAKE PLASMA (Bothrops j araraca)." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1644833.

Full text
Abstract:
Blood of most Reptilia has a naturally occurring circulating anticoagulant which inhibits thrombin activity. Besides, the intrinsic thromboplastin formation is deficient in snakes, and contact phase factors were not detected when measured on heterologous substrates. No records on fibrinolytic activity were found. The fibrinolytic activity of the euglobulin fraction of snake plasma (B, jararaca) in standard conditions is here reported. Nembutal anesthetized male and female animals were used for blood collection from the aorta artery and/or a vein after surgical exposure. Euglobulin fractions (EF) of plasma were obtained by dilution (1:10) and isoelectric precipitation (5.9). Activity was tested on human fibrin plates, immediately after preparation (EF1), after 24 hours at 4°C (EF2), and in both cases, in the presence of 2.1 m>: flufenamil-beta-alanine (Flu-beta-Ala)(EF3, EF4). Euglobulin clot lysis time (ECLT) was also determined. Fibrinolytic activity on the heterologous fibrin plate was obtained with EF1 of male plasma but the range of variation was high (23 to 100 mm2). Activity increased from EF1 to EF4 but never reached human EF values. They were much lower in female EF1 with about 70% negative results. On the other hand, ECLT of EF3 from both male and female plasma was markedly shortened when compared to the long and extremely variable results obtained with EF1. Also, snake EF1 prolonged the ECLT of human EF1. Results suggest that snake plasma contains high levels of inhibitors of fibrinolysis that are coprecipitated with the EF, and this is more intense with female plasma. The nature of such inhibitors has to be investigated.
APA, Harvard, Vancouver, ISO, and other styles
2

Girardelli, Davide, Patrizia Barroero, and Tingting Gu. "Gamifying Impromptu Speech for ESL/EFL Students." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2431.

Full text
Abstract:
This paper outlines an impromptu speech activity entitled “Dented Helmet vs. Spambot” intended as part of any introductory public speaking course. The activity is designed to overcome specific affective and cognitive challenges of ESL/EFL students, in particular Chinese learners. It is inspired by the principles of gamification (Kapp, 2012) with core gaming elements such as “freedom to fail,” “rapid feedback,” and “storytelling.” The activity requires “Rory’s Story Cubes” (a set of nine six-sided dice designed to spark creativity) and a special set of slides. An exploratory assessment of the effectiveness of the proposed activity was conducted on a sample of Chinese EFL sophomores enrolled in an international branch campus of a U.S. university in China, with 81 students completing our questionnaire. Overall, our findings provided some initial support to the effectiveness of the activity in terms of strenghtening students’ ability to communicate orally “off the cuff,” promoting students’ understanding of the role of storytelling in effective presentations, fostering students’ understanding of the major organizational formats used in organizing speeches, and increasing students’ awareness of their nonverbal communication in presentational settings.
APA, Harvard, Vancouver, ISO, and other styles
3

Diniz, Madson G. "Efl and hypertext." In the nineteenth ACM conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1379092.1379136.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Alshaboul, Yousef Mohammad. "EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

Full text
Abstract:
Families, schools and stakeholders long for developing good readers (Ponitz & Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony & Farncis, 2005; Share & Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, & Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This paper investigates the knowledge, beliefs, practices and awareness in phonological awareness (PA) of twohundred and ten ramdonly selected EFL in-service teachers and then examines the impact of teachers’ experiences, qualifications, and gender on shaping teachers’ instruction. The researchers used a four-section survey to collect teachers’ demographic information, perceived and actual knowledge of phonological awareness and classroom practices related to PA, phonics, and syllabication. The results reported teachers as moderate level in the beliefs, practice and awareness of PA. In terms of teachers’ knowledge in PA, however, results showed teachers lacking the basics in teaching reading. This study adds to the body of literature and sheds light on the status quo of EFL in-service teachers’ competency and brings to the attention of every stakeholder the critical role EFL teachers play in helping EFL children become readers. Although the results point towards teachers as possible cause behind children’s low-literacy level, this study raises important questions for further investigations, and implications for EFL teacher education and preparation are highlighted.
APA, Harvard, Vancouver, ISO, and other styles
5

Luardini, Maria, and Erna Sujiyani. "Introducing Ecolinguistics in EFL Classroom." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.70.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pesut, Darija. "Technology use in EFL learning." In 2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2014. http://dx.doi.org/10.1109/mipro.2014.6859686.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cinkara, Emrah. "REFERENCE RESOLUTION OF EFL LEARNERS." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.030.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Fahriany, Fahriany, and Fahri Haswani. "Professional Teacher for EFL Classroom." In International Conference on Education in Muslim Society (ICEMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Alemán-Aguilar, Carolina Guadalupe, Marcos Portillo-Vazquez, Margarita Cruz-Millán, Araceli García Del Valle, and Leonor Aguilar-Santelises. "EFL TEACHERS BELIEFS ON CREATIVITY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2208.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Indriani, Lilia. "EFL Learners’ Attitudes toward MALL." In Proceedings of the 1st International Conference on Language and Language Teaching, ICLLT 2019, 12 October, Magelang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2292211.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "EFL"

1

Gregory, Debra. The Preferred Learning Styles of Greek EFL Students and Greek EFL Teachers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6712.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hill, Cheryl. Teaching Peace Education in ESL/EFL Classes: An International Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7223.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wang, Changhua. A comparative study of Chinese EFL reading instruction and American ESL reading instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5745.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tang, Guimin. Contextualization: An Experimental Model for EFL Writing Instruction in China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5371.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

Full text
Abstract:
Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
APA, Harvard, Vancouver, ISO, and other styles
6

Yoo, Soyung. Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.911.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

Full text
Abstract:
Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
APA, Harvard, Vancouver, ISO, and other styles
8

Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

Full text
Abstract:
This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
APA, Harvard, Vancouver, ISO, and other styles
9

Céspedes, Nelly Yolanda, and Claudia Teresa Vela. Reflexión sobre la Educación matemática en la formación de licenciados bilingües en ÚNICA. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.20.

Full text
Abstract:
Co-teaching strategies, co-teaching roles, collaborative teaching benefits, assessment in EFL, language student teachers' Education desde la construcción de un currículo en Matemática aplicada a la formación de licenciados bilingües no matemáticos se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentre relacionado con las necesidades de la enseñanza y el aprendizaje de la Matemática, a través de los contextos que le permita a los estudiantes reconocer la riqueza de los escenarios educativos promovidos por la Matemática En este sentido, pensar un currículo en matemática para la formación de licenciados no matemáticos, debe presentar nuevas expectativas frente a un tema específico y al mismo tiempo generar en los estudiantes una posibilidad más real de comprender las aplicaciones de los saberes disciplinares que conforman la Matemática no sólo de manera formal sino a través de situaciones didácticas, que proporcione una producción de conocimiento más vivencial en su desarrollo profesional. Por lo tanto, como marco de referencia la Matemática que se ha venido planteando ha pasado por una transición de contenidos rígidos hacia una flexibilización didáctica del contenido, sin perder el horizonte académico y los procesos pedagógicos que deben estar presentes en la generación de aprendizajes en el aula. La construcción de un currículo en Matemática se encuentra ligado al conocimiento del contexto, los actores y los actos educativos, en donde se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentra relacionado con las necesidades de vincular a la enseñanza de la Matemática, todas las técnicas y métodos precisos, que les permitan a los estudiantes generar un proceso de conocimiento aplicado a las ciencias del conocimiento.
APA, Harvard, Vancouver, ISO, and other styles
10

Rodriguez, Tatiana Isabel. Measurement of the Standard Model $ZZ$ Cross-Section in the $ZZ \to \ell\ell\ell\ell$ Channel. Office of Scientific and Technical Information (OSTI), January 2011. http://dx.doi.org/10.2172/1128076.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'EFL' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography