Journal articles: 'English instructions'

1

Rosi, Iftita Kharisma, and Yusnita Sylvia Ningrum. "Textual Meaning of English Textbook Instruction." ELT Forum: Journal of English Language Teaching 8, no. 2 (November 30, 2019): 184–89. http://dx.doi.org/10.15294/elt.v8i2.32956.

Full text

Abstract:

This study is about analysis of textual meanings in English textbook instructions. The main purpose of this study is to analyse the textual meanings found in the textbook instructions to support the learning objectives. Textual meaning is indicated by Theme and Rheme within the clauses. Halliday and Matthiessen (2014) said that theme is coded by three elements, they are topical, textual and interpersonal. The student textbook entitled Bahasa Inggris Kelas X 2017 Revision published by The Indonesian Ministry of Education and Culture was chosen as the object of the study because it is the most widely used textbook in state shools in Indonesia. Meanwhile, the data were the instruction clauses in Chapters 1-7 (the first semester) of the textbook. The findings show that the English textbook instructions in Chapters 1-7 contains Unmarked Topical Theme (76%), Textual Theme (17%), Marked Topical Theme (5%), and Interpersonal Theme (2%). Unmarked Topical Theme is the most dominant type of Theme found in the clauses which is realized by verb. It is in line with the dominant mood type of the instruction, that is imperative which thematized verb in the clauses (Halliday and Mattheissein, 2014). It can be inferred that the instructions are clear and concise which meant that the instructions were good enough to support the learning objectives (Flake, 2017). Thus, it is concluded that instructions in Chapters 1-7 have good choices of Theme which meets the characteristics of good instructions to support the learning objectives

APA, Harvard, Vancouver, ISO, and other styles

2

Rokhayani, Atik, Agung Dwi Nurcahyo, Dwi Rukmini, and Ahmad Sofwan. "Peer Teaching as a Simulation for Communicative Classroom English Rehearsal." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (October 21, 2017): 103. http://dx.doi.org/10.24167/celt.v17i1.1164.

Full text

Abstract:

One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when giving instructions to their students. Therefore, student teachers should be provided enough opportinuties for practicing their classroom English skill. In Indonesian English Education Department there is a compulsory course named ‘micro teaching class’ that should be attended by student teachers before they have a teaching internship program at school. This study aims at describing how peer teaching is practiced by the students of the English Education Department of Universitas Muria Kudus as a simulation activity to use classroom English in delivering classroom’s instruction. The study will explore to what extent this simulation can help student teachers improve their communicative competence in classroom instructional process.

APA, Harvard, Vancouver, ISO, and other styles

3

Kusumaningputri, Reni. "EXPOSURE TO ENGLISHES IN LISTENING CLASSROOMS: THE PERSPECTIVES OF INDONESIAN ESL LEARNERS." JEELS (Journal of English Education and Linguistics Studies) 7, no. 1 (April 18, 2020): 49–68. http://dx.doi.org/10.30762/jeels.v7i1.1628.

Full text

Abstract:

Due to the global scale of English use, English as a lingua franca (ELF) is at play. Given this reality, exposes to different varieties of English rather than a single variety of English, preparing second language learners to Englishes is paramount for readiness to involve in ELF communication. This paper reports on the classroom instruction of exposing college listeners with Englishes via TED talks using a portfolio to find out how they see these varieties and what they can learn from them. Data were from records of portfolio and questions at the end of the instruction. Using general inductive analysis, there were three lessons learned from the instruction. Acknowledgement of many models of English, Englishes can be the ‘right’ English, and Englishes as a marker of identity were lessons observed to appear from the Englishes exposure. The exposes to Englishes also brought about complexities of wholehearted adoption to Indonesian accent. Pedagogical implications for classroom instructions are also made.

APA, Harvard, Vancouver, ISO, and other styles

4

Andrew, Anthony. "English Medium Instructions on English Language Proficiency." Asian Research Journal of Arts & Social Sciences 4, no. 4 (January 10, 2017): 1–10. http://dx.doi.org/10.9734/arjass/2017/37756.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (July 17, 2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.

Full text

Abstract:

This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitative approach is selected by the researcher with a quasi-experimental design and non-equivalent design control group using pre-test and post-test, experimental and control group to find out the results after treatment given. The sample are 20 English teachers of Primary school in Tangerang, Indonesia. The research is divided into several of processes, pretest, 6 times for the treatments and the last posttest. The results of the research are 1) Increased teacher motivation in learning English, 2) Increased confidence using English both inside and outside the classroom. 3) 0.6% increased teacher competence in their English skills.

APA, Harvard, Vancouver, ISO, and other styles

6

Tan, Vivian Z., Meredith Q. Lee, Daryl L. Wong, Katherin S. Huang, Melissa Y. Chan, Clement C. Yan, and Meredith T. Yeung. "The Chinese (Mandarin) instructions of the 6-minute walk test: A validation study." Hong Kong Physiotherapy Journal 41, no. 01 (January 13, 2021): 45–53. http://dx.doi.org/10.1142/s1013702521500049.

Full text

Abstract:

Background/Objective: To date, a validated Chinese (Mandarin) six-minute walk test (6MWT) translated instruction is not available. Translation of the Chinese 6MWT instruction is done in an ad hoc manner within the Chinese-speaking populations. This study aimed to develop a set of valid and reliable Chinese (Mandarin) instructions of the 6MWT. Methods: Translation was performed from the original English instruction via the recommended “Process of translation and adaptation of instruments” by the World Health Organization to generate the Chinese instructions. The Chinese instructions were tested with 52 healthy adult participants for its validity. Each participant underwent three 6MWTs and a cardiopulmonary exercise test. Randomization allowed participants to undergo the walk test in both the original English and the new Chinese instructions. Face and content validity, intra-rater and inter-rater reliability of the Chinese instructions of the 6MWT were established through the translation process. Criterion validity was established by analyzing the results of the 6MWT and cardiopulmonary exercise test. Results: Intraclass correlation coefficient for inter-rater reliability was excellent ([Formula: see text], 95% confidence [Formula: see text]–1.000). Similarly, the intra-rater reliability across the three raters was high (R1: [Formula: see text], 95% confidence interval [Formula: see text]–1.000; R2: [Formula: see text], 95% [Formula: see text]–1.000; R3: [Formula: see text], 95% [Formula: see text]–1.000). The 6-min walk distances collected from the Chinese and English instructed trials correlated positively with the maximal oxygen consumption ([Formula: see text], [Formula: see text]; [Formula: see text], [Formula: see text]). Conclusion: This is the first study to develop and validate the Chinese (Mandarin) instructions of the 6MWT, and the translation is as reliable and valid as the original English instructions.

APA, Harvard, Vancouver, ISO, and other styles

7

Sari Puspita, L. P. Ayu, N. N. Padmadewi, and L. G. Eka Wahyuni. "Instructional Teaching Media to Promote Autistic Student’s Learning Engagement." Journal of Education Research and Evaluation 3, no. 2 (August 18, 2019): 58. http://dx.doi.org/10.23887/jere.v3i2.20975.

Full text

Abstract:

The demand for students with disabilities to get English lesson underlies the use of instructional media to help teachers to convey instructions as well as students in understanding English. Related to this case, this study aims to describe the types of instructional media used by teacher in SLB Negeri 2 Singaraja to teach an autistic student. The research data were gathered through observation, interviews, and document study. Based on the data obtained, it was found that the teacher used four types of instructional media namely videos, pictures, matching exercise, and real objects. As an implication, instructional media used by the teacher can convey instructions to autistic student even though they did not perfectly understand. Autistic student also understood English lesson better through these media than just listening to the teacher’s speech.

APA, Harvard, Vancouver, ISO, and other styles

8

Asma, Houichi, and Sarnou Dallel. "Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English." Arab World English Journal 11, no. 4 (December 15, 2020): 110–27. http://dx.doi.org/10.24093/awej/vol11no4.8.

Full text

Abstract:

Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents’ knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.

APA, Harvard, Vancouver, ISO, and other styles

9

Handayani, Trifita. "THE EFFECTS OF IMPLICIT VERSUS EXPLICIT INSTRUCTIONS TO TEACH REFUSAL STRATEGIES ON STUDENTS’ SOCIOPRAGMATIC AND PRAGMALINGUISTIC COMPETENCE." ENGLISH JOURNAL OF INDRAGIRI 4, no. 1 (January 16, 2020): 195–210. http://dx.doi.org/10.32520/eji.v4i1.864.

Full text

Abstract:

Abstract The purposes of the study were to explain the effects of implicit instruction on student’s sociopragmatic competences, implicit instructions on students’ pragmalinguistic competences, explicit instructions on students’ sociopragmatic competences, explicit instructions on students’ pragmalinguistic competences, the differences between implicit and explicit instructions on students’ sociopragmatic competences, the differences between implicit and explicit instructions on student’s pragmalinguistic competences, and the interaction between instructions with the students’ sociopragmatic and pragmalinguistic competences. The study used a quantitative research by using experimental factorial design 2x2. The data were taken from 80 second semester students at English Language Education Study Program at STAIN. The result of the study revealed that the mean score of post-test in implicit instruction on students’ sociopragmatic was 80.000 while explicit 92.550. Meanwhile, the mean score of post-test in implicit instruction on students’ pragmalinguistic was 83.000 while explicit 95.5000. It could be concluded that explicit has better effect to teach refusal strategies than implicit instruction on students’ sociopragmatic and pragmalinguistic competence based on the difference between the means score on implicit and explicit.

APA, Harvard, Vancouver, ISO, and other styles

10

Dabiri, Asma. "Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction)." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 67. http://dx.doi.org/10.21070/jees.v3i1.1259.

Full text

Abstract:

This research compared the effects of two types of instruction: Processing Instruction (PI) and Meaning-based Output Instruction (MOI) on the interpretation and production of English passive structures. Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30) participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI). The data were analyzed by running one-way analysis of variance (ANOVA) and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences. This study supported the use of PI and MOI rather than the use of traditional instruction (TI) in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.

APA, Harvard, Vancouver, ISO, and other styles

11

Suek, Leni Amelia. "APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS." Englisia Journal 5, no. 2 (May 1, 2018): 66. http://dx.doi.org/10.22373/ej.v5i2.3072.

Full text

Abstract:

Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.

APA, Harvard, Vancouver, ISO, and other styles

12

Darmawansah, Darmawansah, and Setyabudi Indartono. "The Influence of Instructional Syntax to Engage EFL Students in Online Learning Environment." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 4, no. 1 (November 15, 2019): 121. http://dx.doi.org/10.21093/ijeltal.v4i1.337.

Full text

Abstract:

This paper aims to analyse the instructional syntax for an online learning environment in English language learning. The data collection used lesson plans in a Spain-based English Academy. The research method used Hemphill’s engagement criteria to find the syntax characteristic in the lesson plans instructions. Also, the study analysed the factors of engagement during the learning session. The study revealed the frequencies of the instructional syntax used by EFL teachers and how these instructions engage the students. The lessons plans were coded to find the most syntax used and the engagement criteria. The result identified ‘ask’ is the most used syntax with 15.3% while inquiries method (38.9%) was using the most in teaching students online. Moreover, the distribution item of engagement factors as EFL online teachers’ focus group discussion shows how the engagement model can be used for English learners. This study will contribute as an expanding method of English language learning in an online setting widely.

APA, Harvard, Vancouver, ISO, and other styles

13

Wallace, Lorraine S., Kenneth Bielak, and Brian Linn. "Are English-Language Pedometer Instructions Readable?" Journal of Physical Activity and Health 7, no. 3 (May 2010): 375–80. http://dx.doi.org/10.1123/jpah.7.3.375.

Full text

Abstract:

Background:We evaluated readability and related features of English-language instructions accompanying pedometers, including reading grade level, layout/formatting characteristics, and emphasis of key points.Methods:We identified 15 pedometers currently available for purchase in the US. Reading grade level was calculated using Flesch-Kinkaid (FK) and SMOG formulas. Text point size was measured with a C-Thru Ruler. Page and illustration dimensions were measured to the nearest millimeter (mm) with a standard ruler. Layout features were evaluated using the criteria from the User-Friendliness Tool.Results:FK scores ranged from 8th to 11th grade, while SMOG scores ranged from 8th to 12th grade. Text point size averaged 6.9 ± 1.9 (range = 4−11). Instructions averaged 8.7 ± 9.0 (range = 0−36) illustrations, most about the size of a US quarter. While many instructions avoided use of specialty fonts (n = 12; 80.0%), most used a minimal amount of white space. Just 4 (26.7%) sets of instructions highlighted the target goal of 10,000 steps-per-day.Conclusion:Pedometer instructions should be revised to meet the recommended 6th grade reading level. Paper size instructions are printed on should be enlarged, thereby allowing for larger text and illustrations, and additional white space. Recommended number of steps per day and proper pedometer positioning should also be predominantly highlighted.

APA, Harvard, Vancouver, ISO, and other styles

14

Carroll, Tessa, and Judy Delin. "Written instructions in Japanese and English." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 8, no. 3 (September 1, 1998): 339–85. http://dx.doi.org/10.1075/prag.8.3.03car.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Chervak, Steven G., and Colin G. Drury. "Effects of job instruction on maintenance task performance." Occupational Ergonomics 3, no. 2 (July 24, 2003): 121–31. http://dx.doi.org/10.3233/oer-2003-3204.

Full text

Abstract:

Written documentation has been implemented in aviation maintenance errors so that documentation becomes an important safety issue. A restricted technical language for job instruction, Simplified English was tested to determine whether or not it reduced error rate in a maintenance task. Experienced and inexperienced participants performed on easy and a difficult maintenance task on a small internal combustion engine using three languages of job instruction: original, Simplified English and a hybrid. Task errors were reduced with Simplified English but increased with the hybrid version. While the easy task and the experienced participants made fewer errors, neither participant expertise nor task difficulty interacted with instruction language. Hence, Simplified English can be recommended, but hybrid instructions should be avoided.

APA, Harvard, Vancouver, ISO, and other styles

16

Anwar, Isvanelly, and Rusdi Noor Rosa. "THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 1 (June 12, 2020): 28–37. http://dx.doi.org/10.30743/ll.v4i1.1825.

Full text

Abstract:

As a branch of linguistics, the role of morphology in learning English should not be taken carelessly. As the study of internal structure of words, morphology provides a lot of knowledge necessary to develop students’ English proficiency. However, many English teachers are still not aware of its important role in successful and effective learning process because they tend to be busy searching for media, strategies or techniques which they consider effective in teaching. In relation to the importance of morphology in English language teaching (ELT), this paper aims at explaining the important role of morphological awareness and instructions in teaching English as a foreign language to junior high schools in Indonesia. This is a descriptive study using literature review as the method. The data were secondary data in the form of documents including articles, journals and books. The data were analyzed using a content analysis by reading and reviewing the documents. The results of the data analysis show the significant role of morphological awareness and morphological instructions in facilitating the students at junior high school to learn English more easily, with significantly greater achievement. It is, therefore, concluded that students with morphological awareness or students that are treated by using morphological instruction gain better achievements in their English learning, resulting in their better English proficiency.

APA, Harvard, Vancouver, ISO, and other styles

17

Othman, Juliana, and Richard Kiely. "PRESERVICE TEACHERS’ BELIEFS AND PRACTICES IN TEACHING ENGLISH TO YOUNG LEARNERS." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 50. http://dx.doi.org/10.17509/ijal.v6i1.2661.

Full text

Abstract:

This paper explores ESL preservice teachers’ beliefs regarding teaching English to young learners, and examines the interplay between their beliefs and instructional practices. Seventy ESL preservice teachers at a university in Malaysia participated in the study. Data is drawn from semi-structured interviews and lesson plan analysis. The results indicated that the preservice teachers’ classroom practices did not often reflect their stated beliefs about young learners language learning. Although there was a strong consensus that English should be taught communicatively, the preservice teachers also employed structural based approach when teaching grammar. Contextual factors hindering this consistency were attributed to exam focused instruction and time constraints. Thus, this paper argues that reform in language teacher education need to address factors that hinder preservice teachers from implementing instructions which aligns with the theoretical beliefs espoused by their teacher training program.

APA, Harvard, Vancouver, ISO, and other styles

18

Pangestu, Adjie Putra, Jumatul Hidayah, and Eka Apriani. "The Impacts of Explicit and Implicit Instructions of English Connectors on EFL Students’ Reading Comprehension." Linguists : Journal Of Linguistics and Language Teaching 7, no. 1 (July 14, 2021): 23. http://dx.doi.org/10.29300/ling.v7i1.4305.

Full text

Abstract:

There have been many studies on English grammar, but a dearth of studies has been conducted in the cross-sectional fields such as seeking how the field of grammar makes contributions to reading comprehension. Accordingly, the current study sought to find out the impacts of explicit and implicit instructions of English connectors on EFL students’ reading comprehension. 50 third semester students from an English department at a university in Bengkulu were incorporated as the samples. Adopting a quasi-experimental method, those 50 students were split into two classes, the so-called experimental and control classes. Students in the experimental class were taught English connectors explicitly, and those of the control class were taught English connectors implicitly. Before eight times of treatments in the form of the two ways of instructions, students of the two group were given a valid and reliable reading comprehension pre-test, and a similar construct of post-test was given after the eighth treatments ended. The data of the current study were analyzed by deploying paired sample t-test and independent sample t-test. The present study revealed that explicit and implicit instructions of English connectors had positive impacts on EFL students’ reading comprehension. However, the explicit instruction of English connectors enhanced EFL students’ reading comprehension more significantly and more effectively. It is recommended that further studies be conducted to replicate the present study in different contexts for the sake of providing rich data to confirm the current study’s results.

APA, Harvard, Vancouver, ISO, and other styles

19

Molchanova, Irma I., and Nadezhda V. Sokolova. "Features of translation of medical instructions from English and French languages into Russian (Pharmacological discourse)." Revista Amazonia Investiga 9, no. 26 (February 21, 2020): 52–59. http://dx.doi.org/10.34069/ai/2020.26.02.5.

Full text

Abstract:

The purpose of the study is to reveal difficulties in translating instructions on the usage of medicines from English and French into Russian. Translation of medical instructions is a private form of medical translation that is in high demand. Each medicine should have a detailed description in Russian. With this document, a manufacturer guarantees to patient that subject to the prescribed standards, medicine will provide a certain effect that it is safe for life and health. The instruction is a kind of memo for a patient and a guarantee of the correctness of taking medicine. The authors of the article examined instructions for the use of medicines as genres of pharmaceutical discourse, highlighted the features of pharmaceutical terminology, examined ways to translate scientific terminology and vocabulary, analyzed translation techniques for transmitting vocabulary instructions for the use of medicines (translation of the instructions for the medicine «Sedalgin-Neo» from English into Russian, as well as instructions for the «Betaserk» medicine from French into Russian), errors were identified in their translation. The following research methods were used in the work: comparative typological method, empirical method, observation method, analysis and synthesis, a descriptive method, a method of comparative analysis of the original and translation, and generalisation of the obtained results. The theoretical significance of the study lies in the synthesis of theoretical material on the problem of translation of instructions for the use of medicines. The practical significance of the study lies in the fact that its results can be used in the practical activities of translators of specialized literature and in the development of special translation courses of scientific literature from French and English into Russian. In addition, the results of this study can be used in the development of educational materials for students of medical specialties, the organization of advanced training and the exchange of teaching experience.

APA, Harvard, Vancouver, ISO, and other styles

20

Sandra, Lifia Alex, and Lemmuela Alvita Kurniawati. "Differentiated Instructions in Teaching English for Students with Autism Spectrum Disorder." JET ADI BUANA 5, no. 01 (April 30, 2020): 41–53. http://dx.doi.org/10.36456/jet.v5.n01.2020.2274.

Full text

Abstract:

This study aims to explore the use of differentiated instructions in teaching English for students with Autism Spectrum Disorder (ASD) and investigate English teachers’ views on the extent of differentiated instructions in teaching English for students with ASD. The participants of this study was two English lecturers of English language education department in a private inclusive university in Indonesia. Employing qualitative method, this study used the data gathered from the interviews with the participants. This study used thematic analysis and generated five themes regarding to the use of differentiated instructions and teachers’ views on it. The first three themes were used to explain the extent of differentiated instructions in teaching English for students with ASD. The first three themes are the participants used differentiated class-assignments for students with ASD in their English class, they used differentiated content materials for students with ASD, and lastly, they provided outside-class assistance for students with ASD. The last two themes were used to reveal teachers’ vi.ws on the extent of differentiated instructions in teaching English for students with ASD. First, differentiated instructions lessened the level of anxiety of students with ASD, and second, differentiated instructions provided a positive learning environment for students with ASD. Based on the results and limitation of the study, some implications, contributions, and suggestions for future studies are presented.

APA, Harvard, Vancouver, ISO, and other styles

21

Ren, Junhong. "College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective." English Language Teaching 10, no. 7 (June 8, 2017): 150. http://dx.doi.org/10.5539/elt.v10n7p150.

Full text

Abstract:

College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the “output-driven, input-enabled” hypothesis. This hypothesis places emphasis on the important role that language output plays in second language acquisition. Under this hypothesis, language output is both the driving power and objective of EFL teaching; language input provides with the language learners the language forms and content essential for output tasks. This hypothesis meets language learners’ psychological needs, our social needs and current educational needs. In essence, theoretical considerations on carrying out writing instruction based on this hypothesis are discussed. To construct writing instruction, teachers may teach writing based on reading since reading could provide the learners with meaningful language input, which language learners could take advantage of to accomplish the writing tasks. Requirements for writing instructions in reading classes are then identified and illustrations on how to conduct writing are provided under this new hypothesis.

APA, Harvard, Vancouver, ISO, and other styles

22

EL KEMMA, Abderrazak. "Giving effective instructions in EFL classrooms." International Journal for Innovation Education and Research 7, no. 1 (January 31, 2019): 74–92. http://dx.doi.org/10.31686/ijier.vol7.iss1.1286.

Full text

Abstract:

The aim of this study is to investigate the positive effect of giving effective instructions on students’ achievement. A great number of teachers, nowadays, are dissatisfied with their students’ low achievement in learning English in Morocco. They claim that students are not interested at all in the learning process. However, research in teaching foreign languages reveals that there is a kind of stumbling block in the way of grasping the teacher’s instructions. Regardless of how much effort teachers make, students do not understand their ambiguous instructions and thereby failing to do the activity at hand. This article attempts to explore three research questions: (1) Does the poor level of students at learning English have any relationship with the way teachers of English give instructions? (2) What is the teachers of English perception of the effect of instructions on teaching? And (3) are teachers of English familiar with what research has revealed in giving effective instructions? The results show that students achieve less not because things are too difficult to understand, but because the way teachers deliver their instructions is ineffective. Teachers really need update in how to effectively give instructions; otherwise, the teaching process will be doomed to failure.

APA, Harvard, Vancouver, ISO, and other styles

23

Khan, Huma Imran. "RELATIONSHIP BETWEEN BILINGUAL INSTRUCTION AND LEARNERS’ PERFORMANCE IN ENGLISH AS SECOND LANGUAGE CONTEXT." Journal of Education and Educational Development 2, no. 1 (July 11, 2015): 66. http://dx.doi.org/10.22555/joeed.v2i1.47.

Full text

Abstract:

The prime purpose of this study was to explore a correlation between bilingual instruction in an ESL class and the class performance of the ESL learners at the secondary level. Quantitative research method was used to evaluate the test performance of 60 ESL learners divided into two groups: One was the controlled group (which was given instructions in L2 only) and the other was the treatment group (which was given instructions in both L1 and L2) in Public School settings. Apart from the students, 15 language teachers’ feedback upon their perceptions of L1 usage in L2 classrooms was taken by using the Likert scale feedback forms. The results confirmed that the instructions given bilingually are directly associated to improved learner outcomes and teachers’ responses for the usage of L1 in classrooms showed a strong positive response.

APA, Harvard, Vancouver, ISO, and other styles

24

Lu, Jun, Chun Xiao Zhao, and Rui Hua Xu. "Research on Approach to English Writing Instruction Based on CAE." Advanced Materials Research 945-949 (June 2014): 3546–49. http://dx.doi.org/10.4028/www.scientific.net/amr.945-949.3546.

Full text

Abstract:

With the boom of modern science and technology, computer and Internet have melted into human’s daily lives; also it has been affecting the traditional teaching modes. By means of computer and multi-media, the traditional English teaching instructions have altered dramatically. This paper mainly introduces what CAE is, the application of CAE in one of approaches to English writing instruction---process writing approach and its function on students’ writing abilities. A quasi-experimental research is designed in the quantitative part of the study including 12 weeks’ intervention. The procedures are pretest, writing instruction, posttest and data analysis. The result from this research indicates that the process approach by means of CAE in writing instruction is an effective approach to improve students’ writing interests and abilities.

APA, Harvard, Vancouver, ISO, and other styles

25

Herminingsih, Dwi, Ima. "The Use of the Effective Vocabulary, Grammar and Function of English by the Biology Teachers." International Journal of English Language Education 3, no. 2 (November 5, 2015): 144. http://dx.doi.org/10.5296/ijele.v3i2.8533.

Full text

Abstract:

This research investigated vocabulary, grammar and function of English which could work well as a means of conducting: 1) the application of instruction (students’ physical behaviors, giving orders or tasks), 2) the science instruction (imparting theories, the concepts, facts and information) and 3) vocabulary instruction (helping the students understand vocabulary). The research found three kinds of word used by the teachers namely: 1) High Frequency General Words, 2) Non Specialized Academic Words and 3) the Specialized Content Area Words. The category 1) were used for social function to build interpersonal communications, direct the students’ physical behaviors and give the orders or the tasks. The category (2) and (3) were used in the area of academic function specifically to conduct the science instruction (explanations, descriptions, comparisons, assessments, clarifications, paraphrasing, directing instructions, and behaviors). Four sentence patterns (declarative, interrogative, imperative and exclamatory) were used for the application of instruction such as greetings, leave-takings, appreciating the students’ works, directing the students’ behaviors and the students to do the tasks. In the context of science instruction, the declaratives were used for explanations, descriptions, comparisons, clarifications and paraphrasing. Assessing the students’ knowledge and doing the clarifications used interrogative sentences. The imperative sentences were used for directing the instructions and the students’ behaviors. The exclamatory sentences were used to express the teachers’ excitements, admirations or angers. The Noun-Phrase patterns with past-tense and non-past tense and its transformational forms were employed.

APA, Harvard, Vancouver, ISO, and other styles

26

Machmud, Karmila. "Evaluating CALL in Higher Education Institutions." Lingua 16, no. 1 (March 27, 2020): 13–23. http://dx.doi.org/10.34005/lingua.v16i1.759.

Full text

Abstract:

The goal of this research is to elaborate on the implementation of CALL subject in English as a Foreign Language Instructions at a higher education level. As one of the four pillars of a university’s development program, the use of ICT in the teaching and learning process has gained significant attention from higher education institutions; thus, through this research, the integration of CALL subject in English education curriculum and instruction is designed. The design then offered to be implemented in the English education program at a higher education level. Studies in CALL field have developed significantly in determining the effect of the technology use in language learning; thus, it is considered significant to be included in the English Education curriculum. This research is targeting the mastery of technology by student teachers’ literacy to prepare them for becoming English teachers who understand the technology and able to use it in the instructions setting. This is important considering that the students nowadays are born in the technology era. This paper discusses the implementation process of the CALL subject and the perspectives of EFL teachers and students towards the subject.

APA, Harvard, Vancouver, ISO, and other styles

27

Prasad, Arya S., and Arvind Sivakumar. "Do Audio-Visual Aids Help in Improving Oral Hygiene in Orthodontic Patients?" Journal of Evolution of Medical and Dental Sciences 10, no. 22 (May 31, 2021): 1667–71. http://dx.doi.org/10.14260/jemds/2021/346.

Full text

Abstract:

BACKGROUND Oral hygiene maintenance is a crucial factor for successful orthodontic therapy. Oral hygiene compliance is a must to maintain better oral hygiene and plaque control in orthodontic patients. To get good oral hygiene compliance the information has to reach the patients in a proper way. The purpose of this study was to determine whether audio - visual aids help in improving oral hygiene status in orthodontic patients. METHODS A prospective randomized control trial study was done on 30 subjects, who underwent fixed orthodontic appliances selected from the out-patient department of Department of Orthodontics and Dentofacial Orthopaedics, Saveetha Dental College and Hospitals, (SIMATs), Chennai. They were divided randomly into two groups based on a computer - generated randomization chart: group 1 – experimental group (audio - visual aids group), group 2 – control group (verbal instruction) respectively. Group 1 subjects received oral hygiene instruction through videotape instructions and group 2 received verbal and written instructions. RESULTS The results were assessed with respect to plaque index scores of both groups. A parametric intragroup comparison (paired ‘t’ test) was done to compare the before and after plaque score of each group and student independent sample ‘t’ test to compare both groups. The plaque score for the verbal group was found to be 0.666 + / - 0.417 and for the audio - visual group it was 1.211 + / - 0.261. A statistically significant P - value (< 0.05) was found between the groups. CONCLUSIONS Patients who were given instructions through audio - visual aids had better improvement in plaque scores than patients who were given instructions verbally. KEY WORDS Audio - Visual Aids, Dental Plaque Index, Oral Hygiene, Oral Hygiene Index, Orthodontic Appliance

APA, Harvard, Vancouver, ISO, and other styles

28

Handayani, Rindu, and Agci Hikmawati. "Teachers’ Roles Towards Students’ Pronunciation Ability Based on Pronunciation’s Instructions and Exercises of The Twelfth Grade Students’ English Textbook." Scientia: Jurnal Hasil Penelitian 3, no. 2 (December 7, 2018): 101–20. http://dx.doi.org/10.32923/sci.v3i2.80.

Full text

Abstract:

Being able to speak fluently with correct pronunciation is the first impression to attract people’s attention. A good pronunciation may be denied by students since they are more focus on expanding their English skills. English textbook takes a beneficial purpose in assisting students to pronounce English words well. Since the instructions and practices would aid students to get involved with pronunciation’s communicative practice. Various ways, clear instructions, and practices would be applied easily by students with the hands of teachers as facilitators and correctors. This research is qualitative research that focuses on analyzing teachers’ roles towards students’ pronunciation ability based on pronunciation’s instructions and exercises of the twelfth-grade students’ English textbook. The author used the qualitative descriptive method to analyze and solve problems. English textbooks need to provide some more comprehensive and clearer instructions and practices to help improve students’ pronunciation, teachers are only the facilitator to help address the materials in English class, and students’ attitude and motivation are two prominent things that learners must have.

APA, Harvard, Vancouver, ISO, and other styles

29

Subekti, Adaninggar Septi, and Maria Raras Rumanti. "Pelatihan Bahasa Inggris untuk Guru Sekolah Dasar di Yogyakarta di Masa Pandemi Covid-19." Jurnal Pengabdian Pada Masyarakat 5, no. 4 (November 30, 2020): 1077–86. http://dx.doi.org/10.30653/002.202054.518.

Full text

Abstract:

ENGLISH TRAINING FOR ELEMENTARY SCHOOL EDUCATORS IN YOGYAKARTA IN THE TIME OF COVID-19. This community service activity was conducted in the form of an English training for eight teachers of an Elementary School in Yogyakarta, Indonesia. It was conducted from January 2020 up to April 2020. The elementary school in which the training was conducted was an inclusive school in the process of implementing English as Medium Instruction (EMI) policy. As such, its teachers’ mastery of English became paramount important to facilitate young learners with all their individual differences. The training consisted of ten meetings focusing on giving instructions in class. The first up to the sixth meetings were conducted at the school in a face-to-face mode, whilst the seventh up to the tenth meetings were conducted online, mostly through tele-conferences, due to the Covid-19 pandemic compelling both facilitators and the training participants to work from home. In the ninth meeting, the participants sent their micro-teaching videos on giving effective instructions in class. In the last meeting, the facilitators gave constructive feedback based on the videos sent earlier on aspects that the participants had been good at and aspects that still needed improvements.

APA, Harvard, Vancouver, ISO, and other styles

30

Mukhtar, Abul Ala, Zafarullah Sahito, and Abida Siddiqui. "Teachers’ Perception about English as a Medium of Instructions: Evidence from the Government Higher Secondary Schools of Sindh, Pakistan." Theory and Practice in Language Studies 11, no. 4 (April 1, 2021): 362–71. http://dx.doi.org/10.17507/tpls.1104.05.

Full text

Abstract:

This case study inquires the perceptions and experiences of teachers about the English as a medium of instructions at government higher secondary schools of Warah city of Sindh, Pakistan. It witnesses that a large chunk of the population is diversified to use their provincial or regional languages as destined by socio-political heritage. Because English was remained a paramount part of educational context in Pakistan during British rule. In Sindh, students learn English from their teachers at their schools, who by no means really acquire the required proficiency in the English language. The research design undertaken was qualitative in nature and revolved around the semi structured interviews. English as a medium of instruction has a daunting and remarkable role to set to be set up across the globe. The mother tongue has the supreme role to play in the organized system of social institutions, which has massive resources of linguistics pouring down to the common people in the forms of superb streams of dialects with definite code of syntax, semantics and pragmatism. The extra reading materials with the support of technology, the English lessons can play a pivotal role to give internalization and adaptation of English language as a medium of instruction.

APA, Harvard, Vancouver, ISO, and other styles

31

Bhandari, Dor Prasad. "English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?" Research Nepal Journal of Development Studies 4, no. 1 (June 25, 2021): 44–59. http://dx.doi.org/10.3126/rnjds.v4i1.38036.

Full text

Abstract:

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

APA, Harvard, Vancouver, ISO, and other styles

32

Chen, Z. R. "SPEECH RECOGNITION OPTIMIZATION OF INTERACTIVE SPOKEN ENGLISH INSTRUCTIONS." Telecommunications and Radio Engineering 79, no. 14 (2020): 1287–99. http://dx.doi.org/10.1615/telecomradeng.v79.i14.80.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Fukushima, Tadao, and Toshihiko Kawachi. "Instructions to Authors (I) : Preparation of English Manuscripts." Journal of Rainwater Catchment Systems 4, no. 1 (1998): 58–59. http://dx.doi.org/10.7132/jrcsa.kj00003257796.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Fukushima, Tadao, and Toshihiko Kawachi. "Instructions to Authors (I) : Preparation of English Manuscripts." Journal of Rainwater Catchment Systems 4, no. 2 (1999): 45–46. http://dx.doi.org/10.7132/jrcsa.kj00003257813.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Fukushima, Tadao, and Toshihiko Kawachi. "Instructions to Authors (I) : Preparation of English Manuscripts." Journal of Rainwater Catchment Systems 5, no. 1 (1999): 35–36. http://dx.doi.org/10.7132/jrcsa.kj00003257829.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Fukushima, Tadao, and Toshihiko Kawachi. "Instructions to Authors (I) : Preparation of English Manuscripts." Journal of Rainwater Catchment Systems 5, no. 2 (2000): 60–61. http://dx.doi.org/10.7132/jrcsa.kj00003257849.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Fukushima, Tadao, and Toshihiko Kawachi. "Instructions to Authors (I) : Preparation of English Manuscripts." Journal of Rainwater Catchment Systems 6, no. 1 (2000): 44–45. http://dx.doi.org/10.7132/jrcsa.kj00003257864.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Fukushima, Tadao, and Toshihiko Kawachi. "Instructions to Authors (I) : Preparation of English Manuscripts." Journal of Rainwater Catchment Systems 6, no. 2 (2001): 55–56. http://dx.doi.org/10.7132/jrcsa.kj00003257884.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Fukushima, Tadao, and Toshihiko Kawachi. "Instructions to Authors (I) : Preparation of English Manuscripts." Journal of Rainwater Catchment Systems 7, no. 1 (2001): 50–51. http://dx.doi.org/10.7132/jrcsa.kj00003257900.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Fukushima, Tadao, and Toshihiko Kawachi. "Instructions to Authors (I) : Preparation of English Manuscripts." Journal of Rainwater Catchment Systems 7, no. 2 (2002): 57–58. http://dx.doi.org/10.7132/jrcsa.kj00003257917.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Fukushima, Tadao, and Toshihiko Kawachi. "Instructions to Authors (I) : Preparation of English Manuscripts." Journal of Rainwater Catchment Systems 8, no. 1 (2002): 48–49. http://dx.doi.org/10.7132/jrcsa.kj00003257932.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Robinson, Andrew, and Mary Miller. "Making information accessible: developing plain English discharge instructions." Journal of Advanced Nursing 24, no. 3 (September 1996): 528–35. http://dx.doi.org/10.1046/j.1365-2648.1996.22113.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Tanjung, Pradana Akbar, and Ashadi Ashadi. "DIFFERENTIATED INSTRUCTION IN ACCOMMODATING INDIVIDUAL DIFFERENCES OF EFL STUDENTS." Celtic: A Journal of Culture, English Language Teaching, Literature, & Linguistics 6, no. 2 (December 26, 2019): 63. http://dx.doi.org/10.22219/celticumm.vol6.no2.63-72.

Full text

Abstract:

ABSTRACTMany EFL (English as a Foreign Language) classrooms all around the globe are full of students with individual differences. Evidently, the students possess individual differences because they come from various settings with diverse backgrounds. The divergences among students might be unique in nature and they could possibly affect the English teaching and learning process. One of the clear examples is the fact that not all learning instructions provided by teachers are effective in accommodating the differences in the classroom. This situation leads to the emergence of implementing differentiated instruction, often believed to be able to give the students equal chances to learn and experience English effectively at their full potential. This library-based paper reviews several previous practices of differentiated instruction in English classrooms. Further, it attempts to examine how differentiated instruction has been implemented in various EFL contexts. It also attempts to reveal the fundamental reasons behind the success of differentiated instruction in the many English classrooms by relating theories and practices of the previous research studies focused on the topic. This paper ends with a summary of the various findings and discusses it in the light of theories and literatures in differentiated instruction with a particular interest in EFL settings.

APA, Harvard, Vancouver, ISO, and other styles

44

Tanjung, Pradana Akbar, and Ashadi Ashadi. "DIFFERENTIATED INSTRUCTION IN ACCOMMODATING INDIVIDUAL DIFFERENCES OF EFL STUDENTS." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 6, no. 2 (December 26, 2019): 63. http://dx.doi.org/10.22219/celtic.v6i2.9941.

Full text

Abstract:

ABSTRACTMany EFL (English as a Foreign Language) classrooms all around the globe are full of students with individual differences. Evidently, the students possess individual differences because they come from various settings with diverse backgrounds. The divergences among students might be unique in nature and they could possibly affect the English teaching and learning process. One of the clear examples is the fact that not all learning instructions provided by teachers are effective in accommodating the differences in the classroom. This situation leads to the emergence of implementing differentiated instruction, often believed to be able to give the students equal chances to learn and experience English effectively at their full potential. This library-based paper reviews several previous practices of differentiated instruction in English classrooms. Further, it attempts to examine how differentiated instruction has been implemented in various EFL contexts. It also attempts to reveal the fundamental reasons behind the success of differentiated instruction in the many English classrooms by relating theories and practices of the previous research studies focused on the topic. This paper ends with a summary of the various findings and discusses it in the light of theories and literatures in differentiated instruction with a particular interest in EFL settings.

APA, Harvard, Vancouver, ISO, and other styles

45

Escobar Triana, Jaime Alberto. "Instructions for writers." Revista Colombiana de Bioética 5, no. 1 (November 19, 2015): 160. http://dx.doi.org/10.18270/rcb.v5i1.1277.

Full text

Abstract:

The Revista Colombiana de Bioetica, an expressivetool from the Department of Bioethics atthe Universidad El Bosque, is a semester publicationarbitrated and addressed to the readerinterested in knowing about the extent, transdisciplinary,and complexity of Bioethics. TheJournal accepts projects done in Spanish, andin other languages such as French and English.

APA, Harvard, Vancouver, ISO, and other styles

46

Escobar Triana, Jaime Alberto. "Instructions for writers." Revista Colombiana de Bioética 5, no. 2 (November 19, 2015): 174. http://dx.doi.org/10.18270/rcb.v5i2.1270.

Full text

Abstract:

The Revista Colombiana de Bioetica, an expressivetool from the Department of Bioethics at theUniversidad El Bosque, is a semester publicationarbitrated and addressed to the reader interestedin knowing about the extent, transdisciplinary,and complexity of Bioethics. The Journal acceptsprojects done in Spanish, and in other languagessuch as French and English.

APA, Harvard, Vancouver, ISO, and other styles

47

Escobar Triana, Jaime Alberto. "Instructions for writers." Revista Colombiana de Bioética 6, no. 1 (November 19, 2015): 190. http://dx.doi.org/10.18270/rcb.v6i1.1264.

Full text

Abstract:

The Revista Colombiana de Bioetica, an expressivetool from the Department of Bioethics at theUniversidad El Bosque, is a semester publicationarbitrated and addressed to the reader interestedin knowing about the extent, transdisciplinary,and complexity of Bioethics. The Journal acceptsprojects done in Spanish, and in other languagessuch as French and English.

APA, Harvard, Vancouver, ISO, and other styles

48

Escobar Triana, Jaime Alberto. "Instructions for writers." Revista Colombiana de Bioética 8, no. 2 (November 18, 2015): 214. http://dx.doi.org/10.18270/rcb.v8i2.869.

Full text

Abstract:

The Revista Colombiana de Bioetica, an expressivetool from the Department of Bioethics at theUniversidad El Bosque, is a semester publicationarbitrated and addressed to the reader interestedin knowing about the extent, transdisciplinary,and complexity of Bioethics. The Journal acceptsprojects done in Spanish, and in other languagessuch as French, English and Portuguese.

APA, Harvard, Vancouver, ISO, and other styles

49

Aljohani, Ajwaad, Mashael Aloreafy, Sarah Alzaidi, and Zilal Meccawy. "Saudi EFL Students’ Perceptions of Online English Achievement Exams in the Era of COVID-19." International Journal of Linguistics, Literature and Translation 4, no. 5 (May 30, 2021): 118–25. http://dx.doi.org/10.32996/ijllt.2021.4.5.11.

Full text

Abstract:

Due to the COVID-19 pandemic, assessment and testing processes have been shifted to an online environment. Therefore, this unexpected shift requires more recent research in the field of online assessment. Based on this requirement, the present research aimed to explore female EFL students’ perceptions of an online English achievement exam by focusing on these dimensions: availability and accessibility, instructions, and mode of delivery. The participants were preparatory year students at the English Language Institute (ELI) at the University of Jeddah. To serve the research aim, the research used a mixed-methods approach. Students (n =49) participated in the quantitative phase by answering an online survey and 2 students were interviewed in the qualitative phase. The quantitative data revealed that the students had a positive perception of the online exam availability, accessibility, instruction, and mode of delivery. More particularly, the qualitative data explained that the clear online exam instructions and suitable mode of delivery have significantly improved these positive perceptions.

APA, Harvard, Vancouver, ISO, and other styles

50

Escobar Triana, Jaime Alberto. "Instructions for writers." Revista Colombiana de Bioética 6, no. 2 (November 19, 2015): 199. http://dx.doi.org/10.18270/rcb.v6i2.1125.

Full text

Abstract:

The Revista Colombiana de Bioetica, an expressivetool from the Department of Bioethics at theUniversidad El Bosque, is a semester publicationarbitrated and addressed to the reader interestedin knowing about the extent, transdisciplinary,and complexity of Bioethics. The Journal acceptsprojects done in Spanish, and in other languagessuch as French and English.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'English instructions'

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