Relevant bibliographies by topics / EFL classroom

Contents

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

Academic literature on the topic 'EFL classroom'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "EFL classroom"

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Sakui, Keiko. "Classroom management in Japanese EFL classrooms." JALT Journal 29, no. 1 (May 1, 2007): 41. http://dx.doi.org/10.37546/jaltjj29.1-2.

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The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teachers try to teach English communicatively, b) how teachers conceptualize and attempt to deal with these problems, and c) what strategies can be offered to alleviate these problems. 教室内における指導運営はどの国においても重要な課題である。このテーマについてこれまで多くの研究が行われてきたが (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999)、言語教育の分野では実証研究がほとんど行われていないと言ってもよく、日本の英語教育界ではさらに関心が低いように思われる。本論文は、a) 英語をコミュニケーションの手段として指導しようとする場合には特に運営指導が難しくなること、b) 教員はこのような困難に直面した場合どのように対処しているのか、c) 効果的な対象方略とはどのようなものか、これら３点について実地調査の報告を行った。
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Simhony, Julia, and Natthapong Chanyoo. "A Comparison of Corrective Feedback Used in International and EFL Contexts." Journal of Language Teaching and Research 9, no. 3 (May 1, 2018): 573. http://dx.doi.org/10.17507/jltr.0903.17.

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The current study aims to investigate types of corrective feedback used in two classroom settings (i.e. EFL and international school classrooms) and to compare the frequency of corrective feedback types used in the two classrooms. The participants of this study were 31 students from two classrooms (6 international and 25 in EFL classrooms) and their respective teachers; one in each classroom. Data was collected through four classroom observations and one semi-structure interview conducted with the teacher from each classroom. The findings revealed that all six types of feedback were provided by the teachers in the two classrooms. A comparison of the frequency of the use of corrective feedback in two different classrooms revealed that recast was the most frequently used type of feedback in the EFL classroom while metalinguistic clues were used the most in the international school classroom. Data from the interviews suggested that teachers from both classrooms provided the feedback to students without awareness of how the feedback types should be used appropriately for different foci of the content. This study recommends the need for teacher training on corrective feedback so that the teachers will be able to analyze, select, and provide appropriate feedback types to learners.
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Komang Arie Suwastini, Ni. "DIFFERENTIATED INSTRUCTION FOR EFL CLASSROOM." TELL-US Journal 7, no. 1 (March 31, 2021): 14–41. http://dx.doi.org/10.22202/tus.2021.v7i1.4719.

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Bonyadi, Alireza, Mehdi Kheyrollahi Kalvanagh, and Minoo Bonyadi. "Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse." Discourse and Communication for Sustainable Education 12, no. 2 (December 1, 2021): 45–53. http://dx.doi.org/10.2478/dcse-2021-0015.

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Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.
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Hastuti, Dwi Puji, Diah Kristina, and Endang Setyaningsih. "Developing Thinking Reading Classrooms: Insight from Pre-Service EFL Teachers’ Lesson Plans and Classroom Instructions." Register Journal 15, no. 2 (July 21, 2022): 201–21. http://dx.doi.org/10.18326/rgt.v15i2.201-221.

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Numerous studies have investigated the integration of critical thinking in EFL classrooms and textbooks. Still, relatively few have investigated the integration of critical thinking into reading lesson plans and classroom instructions. The current study adopted a qualitative case study approach to provide insight into how pre-service EFL teachers infused critical thinking skills into online reading classrooms. The study also gives information on pre-service EFL teachers' challenges in critical thinking integration into reading classrooms. Eight pre-service EFL teachers who completed all three phases of the faculty-mandated teaching practicum program participated in the study. Document analysis, virtual classroom observations, and semi-structured interviews were used as data collection techniques to fulfill the research objectives. As the study framework, Bloom's revised taxonomy was applied to lesson plan data to examine how critical thinking components are incorporated. Virtual classroom observations illuminated the incorporation of critical thinking into reading lessons. In addition, semi-structured interviews were conducted to gather more information regarding the challenges of integrating critical thinking skills. The present study reveals that pre-service EFL teachers integrated critical thinking aspects into reading online classes with a greater emphasis on lower-order cognitive than higher-order cognitive processes. It implies that pre-service EFL teachers had insufficient preparation for teaching practicum programs. Due to the significance of critical thinking skills for EFL students, this study recommends that teacher training institutes strengthen the critical thinking abilities of pre-service EFL teachers so that they are more equipped to teach and promote critical thinking in EFL classrooms.Keywords: classroom instructions, critical thinking, lesson plans, pre-service teachers
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Hamid, Mohammad Hanif. "Classroom Culture in EFL Classrooms in Kabul University." International Journal of Scientific and Research Publications (IJSRP) 10, no. 3 (March 6, 2020): p9926. http://dx.doi.org/10.29322/ijsrp.10.03.2020.p9926.

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Tareen, Hashmat. "Code-switching in English classrooms and its Impact on undergraduate learning in a public university in Afghanistan." Global Journal of Foreign Language Teaching 12, no. 2 (May 31, 2022): 95–111. http://dx.doi.org/10.18844/gjflt.v12i2.7744.

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The alternate use of two different languages as code-switching is situated in the field of bilingualism and it is considered a common feature of those who speak two or more languages. The occurrence of code-switching in English classrooms is considered a conducive linguistic resource to be exploited and practiced sensibly. This study aims to highlight the current situation of code-switching in EFL classrooms, the motives for EFL lecturers’ code-switching during their instruction to facilitate the teaching and learning process, and the measures for avoiding the use of code-switching. A qualitative study based on interviews followed by classroom observation was conducted. Eight EFL learners in a public university participated in this study. Four instructional periods of classroom observations were carried out. The results indicated that code-switching is predominantly employed and learners perceive it positively and lecturers use it for content clarification and building rapport with learners. Moreover, it can be also considered as impeding language skills. Keywords: Code-switching; EFL; EFL classroom; language.
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Angelianawati, Luh. "Using Drama in EFL Classroom." JET (Journal of English Teaching) 5, no. 2 (July 19, 2019): 125. http://dx.doi.org/10.33541/jet.v5i2.1066.

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Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.
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TOÇI, Arta. "Translation in EFL Classroom." PRIZREN SOCIAL SCIENCE JOURNAL 5, no. 1 (April 29, 2021): 113–17. http://dx.doi.org/10.32936/pssj.v5i1.217.

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Throughout much of the history of research into second language acquisition (SLA), the role of learners’ first language (L1) has been a hotly debated issue. Prodromou (2000) refers to the mother tongue as a ‘skeleton in the closet’, while Gabrielatos (2001) calls it a ‘bone of contention’. Such views are but a mere reflection of the different methodological shifts in English Language Teaching, which have brought about new and different outlooks on the role of the mother tongue. The conflict itself is taking place in academic circles rather than in classrooms, where the use of L1 is still considered unacceptable owing to the predominance of the communicative method in language teaching. Research on the role that mother tongue has for the non-native learners of English has been conducted around the world, however none in North Macedonia. This research aims to explore some of the controversy regarding the use of the student’s first language (L1), as well as to suggest translation activities as a beneficial tool for the students of South East European University in Tetovo, North Macedonia. It also provides insights into native language interference in the process of translating from students’ mother tongue into English, and vs.
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Želježič, Mirjana. "Debate in EFL Classroom." ELOPE: English Language Overseas Perspectives and Enquiries 14, no. 1 (June 12, 2017): 39–54. http://dx.doi.org/10.4312/elope.14.1.39-54.

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Relying primarily on the Common European Framework of Reference for Languages (CEFR) and The National EFL Syllabus, this paper focuses on the highest ranking goals within formal foreign language (L2) education: the development of communicative competence (which the communicative paradigm regards as the most important goal of contemporary language teaching), and of critical thinking (CT) ability, which is widely recognised as the main general education goal. It also points to some of the discrepancies generated by tensions between the fact that language is a social and cultural phenomenon that exists and evolves only through interaction with others, and individual-student-centred pedagogical practices of teaching (and assessment) – which jeopardise the validity of these practices. Next, it links the official educational goals to the cultivation of oral interaction (rather than oral production) in argumentative discursive practices in general and in structured debate formats in particular, which are proposed as an effective pedagogical method for developing CT skills and oral interactional competence in argumentative discursive events, especially on B2+ levels.
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Dissertations / Theses on the topic "EFL classroom"

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Matsumoto, Yasuyo. "Investigating classroom dynamics in Japanese university EFL classrooms." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/296/.

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Since 1868 to the present day, the Ministry of Education, Sports, Science and Culture (MEXT) has implemented many reforms to enhance English education in Japanese universities. However, much still remains to be done to improve the situation and one of the biggest hurdles is the fact that there are many unmotivated students in Japanese university EFL classrooms. This thesis explores the reasons for this problem by focusing on inter- and intra-relations between teachers and students in this context. Data were collected through classroom observations, interviews and questionnaires. The study employs both qualitative and quantitative research methodologies and uses space and methodological triangulation in order to overcome parochialism. My conclusions are that: 1) Visible and invisible inter-member relations exist between members of university classes and their teachers; 2) The teacher's behaviour affects the students' behaviour and impacts on their learning; and 3) Cooperative learning has a positive influence on language acquisition; 4) Japanese university students may not perceive how little interaction they have with their teacher; 5) Students exhibit gender differences in terms of the types of problems encountered and the ways in which they deal with them, but some problems are dealt with negatively by female and male students alike; and 6) Teachers appear not to perceive the problems and when they do they often deal with them by using negative strategies.
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Braga, Maria do Carmo de O. "Humor in the efl classroom." Florianópolis, SC, 2000. http://repositorio.ufsc.br/xmlui/handle/123456789/78536.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.
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Esta pesquisa descreve a interação de sala de aula occorrida naturalmente na aula de inglês como língua estrangeira. A investigação basea-se em métodos etnográficos (Erickson & Shultz, 1981; Erickson, 1992) e segue a perspectiva teórica da Sociolingüística Interacional, com o intuito de analisar a linguagem em um contexto da aula de inglês como língua estrangeira. Primeiramente, justifico meu interesse pelo tópico da motivação e da postura e, em seguida, proponho a abordagem do mesmo sob uma perspectiva sociolingüística, através da análise de situações de humor que ocorrem durante atividades de correção. Em seguida, na revisão da literatura, discuto os conceitos tradicionais e as novas perspectivas relativas ao tópico. Na próxima seção, exponho os procedimentos metodológicos utilizados na pesquisa, descrevendo as etapas que sigo para a coleta e análise dos dados. Na primeira seção do capítulo da análise, classifico e descrevo seis de participação que foram encontradas nos segmentos analisados. Na segunda seção, treze segmentos nos quais ocorrem situações de humor são analisados.
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Hsu, Hsiao-Tung. "An EFL pre-school classroom research." Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446269.

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Mahdi, Diana, and Noha Saadany. "Oral Feedback in the EFL classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34843.

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Lärare använder sig av olika metoder för att hjälpa studenter att utveckla de verktyg de behöver för att lära sig engelska, eller något annat ämne. En metod här är muntlig feedback, som används för att uppmuntra elever eller korrigera dem när de utför språkliga fel. Vårt mål med detta examensarbete är därför att undersöka vilka typer av muntlig feedback som kan hittas i ett klassrum där man lär sig engelska som främmande språk och vilka attityder som både lärare och studenter kan ha gentemot muntlig feedback. Tre typer av undersökningsmetoder har använts: observationer, intervjuer och enkäter. Resultatet visar på att studenter förhåller sig positivt till muntlig feedback i klassrummet, särskilt explicit corrective feedback. Däremot var denna typ av feedback minst använd i klassrummet på grund av att lärarna tror på andra typer av feedback vara mer fördelaktiga.
Teachers use different methods to help students acquire the tools needed to learn English, or any other subject for that matter. One method is oral feedback, which is used to immediately encourage students or correct them when making an error. Our aim is therefore to investigate what kind of oral feedback can be found in a EFL-classroom and what attitudes both teachers and students have towards oral feedback. Three types of research tools were used: observation, interviews and questionnaire. The results show that the students were positive to oral feedback in the classroom, especially explicit corrective feedback. On the other hand, this type of feedback was the least used one in the classroom due to the teachers’ believing that other kinds of oral feedback are more beneficial.
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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Quality Language Assessment in University EFL Classroom." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67254.

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In recent years, teachers have become increasingly interested in the methodology by which the attitudes, knowledge and skills of EFL learners can be constructively developed. In line with this strand, European language examinations focus upon assessing a learner’s ability to use the language, and do not concentrate on testing whether learners can recite the rules of the language, or how many words they have learned, or whether they sound like a perfect native speaker. Modern language assessments are not interested in whether students can transform isolated sentences into paraphrased versions, or whether they can give a definition of a word out – or even within – the context. They are also rarely interested in whether the learner can translate sentences in his/her first language into the target language, or whether (s)he can translate sentences from the target language into the mother tongue or, indeed, whether (s)he can give the mother tongue equivalent of an underlined word in an English passage.
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Andersson, Sigrid. "Pronunciation Teaching in the Swedish EFL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34572.

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This essay aims to explore how Swedish teachers of English view the shift from a Native Speaker ideal to English as a Global Language in connection to pronunciation teaching. The essay also aims to explore how the teachers teach this in practice. By interviewing five professional teachers, the results of the study showed that most of the teachers did not teach pronunciation explicitly and believed that pronunciation teaching should be integrated into other parts of language learning. None of the teachers claimed to expect their students to be able to speak with a native accent but believed that the previous views on pronunciation teaching, to some extent, still lingers on. Furthermore, all teachers did use American English or British English when teaching pronunciation but did not expect their students to use these dialects when speaking English. The teachers believed that their students mainly spoke with a dialect influenced by American English since this dialect is what the students mostly hear outside the classroom.This essay is primarily relevant to Swedish EFL teachers and students who are becoming teachers of English, but this study may also contribute to global research within pronunciation teaching. Because of the lack of guidelines regarding pronunciation teaching in the syllabus, the insight in the views and teaching methods of pronunciation teaching can function as a guideline and inspiration for how to teach pronunciation in a continuously globalized world where the views on the English language continually changes.
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Bergsleithner, Joara Martin. "Grammar and interaction in the EFL classroom." Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/82346.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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O objetivo da presente dissertação é investigar, através de uma perspectiva sócio-cultural, como um grupo de aprendizes lidam com a gramática numa sala de aula de inglês como língua estrangeira (LE) ambos com o seu professor e entre eles mesmos. Com essa finalidade, este estudo objetiva investigar as seguintes questões: a) se o professor e os aprendizes enfocam na forma; b) como o professor e os aprendizes lidam com forma, função e significado; c) quais mecanismos de consciência lingüística são desenvolvidos; e d) quais elementos discursivos são usados nos episódios de foco na forma. O Capítulo I revisa a instrução formal, ou o foco na forma, na sala de aula de inglês como LE, que é um assunto controverso polêmico em se tratando de como ela pode ou não contribuir para o desenvolvimento lingüístico. O Capítulo II descreve a metodologia usada neste estudo, o qual foi desenvolvido através de uma pesquisa etnográfica, envolvendo técnicas qualitativas como anotações, gravações e filmagens. Os dados foram coletados em uma sala de aula de inglês (LE), num nível intermediário. O Capítulo III apresenta a análise dos dados coletados. Na análise, a instrução formal é examinada com uma abordagem sociocultural. Na conclusão, as quatro perguntas de pesquisa propostas neste estudo são respondidas. Os resultados revelam que alguns mecanismos de consciência lingüística e alguns elementos discursivos, encontrados nos dados, foram usados pelo professor e pelos alunos para enfocar na forma através de andaimes em situações de diálogo. Finalizo esta dissertação sugerindo algumas implicações pedagógicas, indicando algumas limitações deste estudo e oferecendo possibilidades para pesquisas futuras nesta área.
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Trevisani, Ana Paula. "Implementation of reading tasks in efl classroom." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/88041.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/inglês e Literatura Correspondente
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A Pesquisa em Sala de Aula prima por representar uma abertura para se investigar o que realmente acontece dentro da sala de aula (Allwright & Bailey, 1991). No que se refere ao ensino de língua, esse tipo de pesquisa representa a possibilidade de estabelecer elos entre a teoria e a real prática do processo ensino/aprendizagem. Nesse contexto, realizou-se um estudo de natureza qualitativo-etnográfica (Watson-Gegeo, 1988) em uma sala de aula de leitura em inglês como LE, objetivando descrever relações entre professor, alunos e textos durante a implementação de atividades de leitura. Foram analisadas interações verbais entre os participantes, gravadas durante a implementação dessas atividades pela professora em sala. Dois tipos principais de atividades foram identificados na sala de aula estudada: Atividades Complementares (implementadas com base no livro didático) e Atividades Individuais (implementadas esporadicamente, em momentos que a professora costumava chamar de "intervalos"). Amostras dessas atividades implementadas foram selecionadas e analisadas em duas etapas: 1) análise de sinais de interação, para descrever a relação entre professora e alunos; 2) análise de mediação de texto na interação professora-alunos, para descrever a relação entre participantes e textos. Concluiu-se que tanto o gerenciamento das atividades pela professora como o tipo de atividades propostas tiveram um papel significativo no fortalecimento da relação estabelecida entre professora, alunos e texto na implementação das atividades de leitura. Ainda, no caso das Atividades Complementares, evidenciou-se uma maior preocupação com a prática das estratégias de leitura em detrimento da compreensão do texto como um todo.
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Skog, Emma. "Literature in the EFL Classroom : How EFL Teachers in a Few Swedish Secondary Schools Use Novels in Their Classrooms." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72043.

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Since 2011 The Swedish Curriculum for the compulsory school from 2011 (revised2018) states that different types of text that should be taught in EFL classrooms inSweden are “Literature and other fiction” (Skolverket 37). In my essay, I examine theuse of novels in the English as a Foreign Language (EFL) classroom in a few Swedishsecondary schools. What types of novels are used and what kinds of assignments aregiven to the pupils during a reading project? Are there any differences in how teachersuse novels in their classroom depending on previous experience? To find out why andhow one may use literature in the EFL classroom I made a literature review, and inorder to answer my questions about how novels are used in a few Swedish EFLclassrooms, I made a survey, consisting of a questionnaire, for EFL teachers. In my literature review I find that researchers and teacher manualspropose the use of either authentic novels or Graded Readers in the EFL classroom.The respondents of my survey agree with this as the majority of them use Young Adultnovels and Graded Readers. Most common among the respondents of the study is tolet the students talk about the novel they read together in groups, a type of assignmentthat is supported by research and teacher manuals. In my study I cannot find any solidsupport that previous experience affect the use of novels in class.
I den svenska kursplanen för engelska står det att ”skönlitteratur och annan fiktion”(Skolverket 2018, 36) ska användas i undervisningen på högstadiet. I den häruppsatsen undersöker jag hur romaner används i engelskaundervisningen på någrasvenska högstadieskolor. Vilken typ av romaner används och vilken sorts uppgifter fåreleverna arbeta med under ett läsprojekt? Finns det några skillnader i hur mananvänder romaner i undervisningen baserat på tidigare erfarenheter? För att ta redapå varför och hur man ska använda skönlitteratur i undervisningen gör jag enlitteraturgenomgång. För att besvara mina övriga frågor genomför jag en studie medhjälp av en enkät för engelskalärare.I min litteraturgenomgång visar det sig att forskare och handböcker framhålleratt autentiska romaner och s.k. Graded Readers är vad som bör användas. Min studievisar att respondenterna använde just autentiska ungdomsromaner och GradedReaders i sin undervisning. Dessutom lät majoriteten av lärarna i studien sina eleverjobba med litteraturen genom att samtala i grupper, vilket framhävdes som ettfördelaktigt arbetssätt även i litteraturgenomgången. I studien fann jag inget stöd föratt tidigare erfarenhet påverkar hur man använder romaner i sin undervisning.
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Wikström, Hannah. "Reading Drama in the EFL Classroom : An Analysis of the Potentials in Using Drama in the Swedish EFL Classroom." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, Ämnesforskning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49983.

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This study aims to examine the potential of reading dramatic scripts in the Swedish EFL classroom, using the play Top Girls by Carol Churchill as an example. In particular, it focuses on how literary theory and different aspects of feminism can be taught through the use of the play. The study is conducted through a textual analysis of the play’s main characters and the Swedish National Syllabus. The results show that there is a great potential in working with dramatic literature in the EFL classrooms. Using drama is effective in the way it covers several aspects of the core content of English in upper secondary school, and may be used to develop language skills, cultural understanding and critical thinking. The play contains complex ideas about different types of feminism, and the two main characters Joyce and Marlene represent two ways of striving for equality between men and women. These ideas are, in other words, represented by and embodied in the two main characters, which could make the ideas easier for students to understand.
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Books on the topic "EFL classroom"

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

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Reflective research in the ESL/EFL classroom. New York: Continuum, 2003.

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Teranishi, Masayuki, Yoshifumi Saito, and Katie Wales, eds. Literature and Language Learning in the EFL Classroom. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443663.

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Haines, Simon. Projects for the EFL classroom: Resource material for teachers. Walton-on-Thames: Nelson, 1989.

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Gender construction and negotiation in the Chinese EFL classroom. Newcastle upon Tyne: Cambridge Scholars Pub., 2011.

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Hewings, Martin. Teacher appraisal of learner utterances in the formal, elementary EFL classroom. Birmingham: University of Birmingham, 1985.

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Modelling text as process: A dynamic approach to EFL classroom discourse. London: Continuum, 2010.

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Quintana, Jenny. Telling tales: Literary texts with accompanying worksheets for the ESOL/EFL Classroom. London: Learning by Design, Block C, The Professional Development Centre, English Street, London, E3 4TA, 1993.

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Powick, Kelly D. Conversations with EFL teachers: Toward an understanding of whiteness in the classroom. St. Catharines, Ont: Brock University, Faculty of Education, 2004.

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Daoud, Sada Ahmad. EFL/ESP teacher development and classroom innovation through teacher-initiated action research. [s.l.]: typescript, 1999.

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Book chapters on the topic "EFL classroom"

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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.

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Nicaise, Eric. "Setting the EFL classroom scene." In Native and Non-Native Teacher Talk in the EFL Classroom, 1–9. London ; New York : Routledge, 2020. |Series: Routledge applied corpus linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-1.

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Hou, Yen-ju. "Integration of Kahoot into EFL Classroom." In HCI International 2018 – Posters' Extended Abstracts, 31–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92285-0_5.

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Üstünel, Eda. "Introduction to Some of the Terminology." In EFL Classroom Code-Switching, 1–25. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2_1.

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Üstünel, Eda. "Foreign Language Classroom Code-Switching: An Overview (Issues, Theories, and Frameworks)." In EFL Classroom Code-Switching, 27–46. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2_2.

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Üstünel, Eda. "Code-Switching Studies of L2 Classrooms (Methodological Background of Code-Switching Studies of Foreign Language Classrooms)." In EFL Classroom Code-Switching, 47–81. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2_3.

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Üstünel, Eda. "Current Debates in Classroom Code-Switching." In EFL Classroom Code-Switching, 83–176. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2_4.

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Üstünel, Eda. "Conclusion." In EFL Classroom Code-Switching, 177–87. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2_5.

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Tohei, Akihiko Andrew. "Flipping EFL Classes for Future Teachers." In Innovations in Flipping the Language Classroom, 105–12. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6968-0_8.

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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.

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Conference papers on the topic "EFL classroom"

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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.

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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.

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MAROSI, Renáta. "FAIRY TALES IN THE EFL CLASSROOM." In 12th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2020. http://dx.doi.org/10.36007/3730.2020.111.

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Pipuš, Darja. "Introducing Vocabulary in the EFL Classroom." In 3rd International Academic Conference on Teaching, Learning and Education. GLOBALKS, 2021. http://dx.doi.org/10.33422/3rd.tleconf.2021.07.150.

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Greenwald, O. N. "CODE SWITCHING AT EFL CLASSROOM IN THE MULTINATIONAL STUDENT GROUPS." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.175-183.

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The article deals with code switching as a teachers' strategy at EFL lessons. The analysis of foreign colleagues' experience is given, enabling to classify the instances of code switching at EFL lessons into three groups: curriculum access, classroom management, interpersonal relations. The deliberate and judicious use of the strategy at EFL university classroom is proved to promote foreign language learning. The need for investigating code switching as a possible positive strategy of foreign language teaching in the multinational student groups is concluded.
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Pranoto, Yohanes Heri, and Lisnani. "Digitized Local Folklores in EFL Reading Classroom." In Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200115.001.

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Zeevy-Solovey, Orit. "ORAL PRESENTATION MODELING IN THE EFL CLASSROOM." In 50th International Academic Conference, Paris. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.050.037.

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Wardani, Wa Ode, Didi Sukyadi, and Pupung Purnawarman. "Exploring Teacher Assessment Literacy in EFL Classroom." In Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.16-10-2020.2305253.

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DJEDID, Siham. "Understanding Students’ Silence in the EFL Classroom." In 2nd International Conference on Modern Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/2nd.icmetl.2020.11.83.

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Xue, Lin, and Ning Cai. "Intersubjectivity Engagement in EFL Classroom in China." In International Conference on Management, Computer and Education Informatization. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/mcei-15.2015.60.

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Reports on the topic "EFL classroom"

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Sacklin, Jennifer. Identity and Investment in the Community ESL Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2323.

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Neuharth, Jay. Empowering ESL Students for Out of Classroom Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6785.

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Elabdali, Rima. Wiki-based Collaborative Creative Writing in the ESL Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5269.

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Roberts, Steven. The Mediation of U.S. American Culture in the ESL Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6670.

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Taylor-Henry, Amy. Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5488.

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Fitzpatrick, Kelley. The Use of Global Issues in A University ESL Classroom: The Students' Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6620.

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Mann, Lisa. The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6961.

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Knight, Tracey. Beyond the classroom walls : a study of out-of-class English use by adult community college ESL students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5933.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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