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Статті в журналах з теми "Foreign language (EFL) classroom"
Guechi, Ryma, and Hariharan N. Krishnasamy. "Teaching English Culture in EFL Classrooms: What? When? How? Cultural Content Should Be Included In EFL Classroom." Pakistan Journal of Humanities and Social Sciences 8, no. 2 (December 31, 2020): 79–82. http://dx.doi.org/10.52131/pjhss.2020.0802.0105.
Повний текст джерелаPondan Perlindungan Leoanak, Sondang, and Bonik Kurniati Amalo. "Teachers’ Beliefs and Perceptions of Code Switching in English as Foreign Language Classroom." SHS Web of Conferences 42 (2018): 00034. http://dx.doi.org/10.1051/shsconf/20184200034.
Повний текст джерелаŽelježič, 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.
Повний текст джерелаFebriani, R. Bunga. "The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)." Vision: Journal for Language and Foreign Language Learning 6, no. 1 (April 1, 2017): 41. http://dx.doi.org/10.21580/vjv6i11583.
Повний текст джерелаRezvani, Ehsan, and Abbass Rasekh. "Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation." English Language Teaching 4, no. 1 (February 28, 2011): 18. http://dx.doi.org/10.5539/elt.v4n1p18.
Повний текст джерелаBojović, Milevica. "RELATIONSHIPS BETWEEN READING STRATEGIES AND READING ACTIVITIES IN EFL CLASSROOM IN HIGHER EDUCATION ENVIRONMENT." Nasledje Kragujevac 18, no. 48 (2021): 369–85. http://dx.doi.org/10.46793/naskg2148.369b.
Повний текст джерелаNaqvi, Samia, and Rahma Al Mahrooqi. "ICT and Language Learning." Journal of Cases on Information Technology 18, no. 1 (January 2016): 49–64. http://dx.doi.org/10.4018/jcit.2016010104.
Повний текст джерелаSahib, Rahmawansyah. "Translanguaging as a Pedagogical Strategy in EFL Classroom." ELT-Lectura 6, no. 2 (August 21, 2019): 139–46. http://dx.doi.org/10.31849/elt-lectura.v6i2.3032.
Повний текст джерелаAli, Eman Rasheed. "Teachers ' Attitudes towards the Use of Arabic (L1) in primary EFL Classrooms in Iraq." Al-Adab Journal 1, no. 143 (December 15, 2022): 13–36. http://dx.doi.org/10.31973/aj.v1i143.3667.
Повний текст джерелаAljameel, Iman H. "Computer-Assisted Language Learning in Saudi Arabia: Past, Present, and Future." International Education Studies 15, no. 4 (July 28, 2022): 95. http://dx.doi.org/10.5539/ies.v15n4p95.
Повний текст джерелаДисертації з теми "Foreign language (EFL) classroom"
Burke, C. C. "Teacher effectiveness in the EFL (English as a foreign language) classroom." Thesis, Swansea University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636181.
Повний текст джерелаDo, Juhyun. "EFL Teaching on the Ground: A Case Study of Primary EFL Classroom in Korea." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492694900754303.
Повний текст джерелаStåhlberg, Sophie. "Using Literature in the Upper Secondary EFL Classroom." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34935.
Повний текст джерелаNeff, Peter Edward. "Peer Review Use in the EFL Writing Classroom." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/329896.
Повний текст джерелаEd.D.
This study was an examination of peer review use in English composition courses at a Japanese university. Approximately 100 students in four writing classes engaged in four modes of peer review modes: face-to-face, handwritten (both on-draft and using an evaluation sheet), and computer-assisted. The learners in the study represented a range of proficiencies, from lower-intermediate to advanced, so the assigned writing passages were limited to single paragraphs rather than full-length essays, which has typically been the case in prior research in this area. Each peer review session was preceded by training in peer review, including modeling and whole-class editing, as well as suggestions for each particular mode the learners participated in. After each session, students completed questionnaires in order to assess their evaluations of the activities, both as reviewers and comment receivers. The questionnaire data were then analyzed using a variety of statistical methods--including Rasch analysis descriptive statistics, and parametric and non-parametric measures--first to validate the questionnaire instrument, and second to ascertain the degree to which each peer review modes was viewed favorably or unfavorably received by the participants. Additionally, the participants' written drafts and peer comments were quantitatively and qualitatively analyzed in order to answer several research questions that focused on: the number and type of peer suggestions the learners made in each mode, the number and type of suggestions that were incorporated into later drafts by the authors, the degree to which suggestions and revisions were affected by learner proficiency, and the accuracy of the peer suggestions. For the research questions concerned with learner evaluations of the peer review modes, findings were mixed. The participants responded favorably to reading others' drafts and receiving comments, but they were less comfortable reviewing and making suggestions for their peers. Computer-assisted peer review was the most positively received overall, particularly from those in the High Proficiency Group. Person measures for Low Proficiency learners, on the other hand, were generally higher for on-draft peer review, while those for Intermediate Proficiency participants tended not to indicate strong endorsement for any particular mode. In order to answer the next set of research questions, the participants' drafts and peer suggestions were analyzed. Most of the learners' suggestions, particularly for those in the Low Proficiency Group, tended to be local in nature, concerning such areas as word choice, grammar, and mechanics; fewer suggestions were made at the sentence- or whole-text-level. In terms of incorporation of suggestion by authors into later drafts, oral peer review led to the highest rate of suggested revisions while review using an evaluation sheet of guided questions resulted in the lowest rate. Learner proficiency did not have a significant bearing on suggestions or revisions, except in the case of the High Proficiency Group, whose members made significantly more suggestions during computer-assisted peer review than during the other modes. Finally, over 73% of peer suggestions were determined to be accurate across all four modes. These findings indicate that peer review can work on even the most limited of scales with learners of even modest language proficiency. No single mode of peer review succeeded in all areas, and instructors are encouraged to blend different modes if possible. However, if a single mode is preferred or required, computer-assisted review is strong choice.
Temple University--Theses
Tantihachai, Kittima. "Foreign language anxiety in listening and speaking English in a Thai EFL classroom." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28822.
Повний текст джерелаRobbie, Sheila. "Drama and writing in the 'English as a foreign language' classroom : an experimental study of the use of drama to promote writing in the foreign classroom." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10020299/.
Повний текст джерелаInada, Takako. "Determinants of foreign language classroom anxiety in a Japanese EFL university classroom and its relationship to native language use by students." Thesis, Birkbeck (University of London), 2017. http://bbktheses.da.ulcc.ac.uk/333/.
Повний текст джерелаSamad, Abdus. "An exploratory investigation of foreign language classroom speaking anxiety amongst Pakistani EFL university students." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17101.
Повний текст джерелаLonghurst, Mark. "The Benefits of Explicit Vocabulary Teaching in the EFL Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32832.
Повний текст джерелаZhao, Xin. "English as a Foreign Language (EFL) learning through classroom interaction : an investigation of participants' collaborative use of speech prosody in classroom activities in a secondary EFL classroom." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675689.
Повний текст джерелаКниги з теми "Foreign language (EFL) classroom"
Reflective research in the ESL/EFL classroom. New York: Continuum, 2003.
Знайти повний текст джерелаMona, Scheraga, ed. The complete ESL/EFL resource book: Strategies, activities, and units for the classroom. Lincolnwood, Ill., U.S.A: National Textbook Co., 1988.
Знайти повний текст джерелаModelling text as process: A dynamic approach to EFL classroom discourse. London: Continuum, 2010.
Знайти повний текст джерелаCouncil, British. BritLit: Using literature in EFL classrooms. [Barcelona]: APAC, 2009.
Знайти повний текст джерелаPeng, Jian-E. Willingness to communicate in the Chinese EFL university classroom: An ecological perspective. Bristol: Multilingual Matters, 2014.
Знайти повний текст джерелаHonigsfeld, Andrea. Coteaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations. Charlotte, N.C: Information Age Pub., Inc., 2012.
Знайти повний текст джерелаFloyd, Shoemaker F., ed. Interactive techniques for the ESL classroom. New York, NY: NewburyHouse, 1990.
Знайти повний текст джерелаEffects of the text structure-based reading strategy on the comprehension of EFL classroom text: An empirical investigation of the effectiveness of schemata-based reading instruction for the students of English as a foreign language. Frankfurt am Main: P. Lang, 1992.
Знайти повний текст джерелаShoemaker, Connie. Interactive techniques for the ESL classroom. Boston: Heinle & Heinle, 1991.
Знайти повний текст джерелаTeranishi, 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.
Повний текст джерелаЧастини книг з теми "Foreign language (EFL) classroom"
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.
Повний текст джерелаEisenmann, Maria. "Adaptation, Creation, Transformation – Shakespeare in the EFL Classroom." In Impulse zur Fremdsprachendidaktik – Issues in Foreign Language Education, 149–70. Göttingen: V&R unipress, 2020. http://dx.doi.org/10.14220/9783737012232.149.
Повний текст джерелаMatikainen, Tiina. "Cultures of Learning in Japanese EFL Classrooms." In Foreign Language Education in Japan, 103–17. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-325-4_7.
Повний текст джерелаHabrat, Agnieszka. "Conclusions and Implications for the EFL Classroom." In The Role of Self-Esteem in Foreign Language Learning and Teaching, 141–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75283-9_5.
Повний текст джерелаÜstünel, 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.
Повний текст джерелаEisenmann, Maria. "The Potential of Postcolonial (Poverty) Literature in the EFL Classroom." In Impulse zur Fremdsprachendidaktik – Issues in Foreign Language Education, 391–408. Göttingen: V&R unipress, 2020. http://dx.doi.org/10.14220/9783737012232.391.
Повний текст джерелаNasu, Masako. "The Role of Literature in Foreign Language Learning." In Literature and Language Learning in the EFL Classroom, 229–47. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443663_16.
Повний текст джерелаHutterli, Sandra, and Michael C. Prusse. "8. Supporting the Transfer of Innovation into Foreign-Language Classrooms: Applied Projects in In-Service Teacher Education." In Theory and Practice in EFL Teacher Education, edited by Julia Hüttner, Barbara Mehlmauer-Larcher, Susanne Reichl, and Barbara Schiftner, 145–63. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847695260-011.
Повний текст джерелаKreft, Annika, and Britta Viebrock. "Negotiating meaning and developing transcultural competences when dealing with literary texts in the English as a foreign language (EFL) classroom." In Rekonstruktive Bildungsforschung, 215–30. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-32566-4_12.
Повний текст джерелаRabbidge, Michael. "Evolving understandings of language in the language classroom." In Translanguaging in EFL Contexts, 16–45. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-2.
Повний текст джерелаТези доповідей конференцій з теми "Foreign language (EFL) classroom"
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.
Повний текст джерелаRahman, Abd. "Building Autonomous Learners in English as a Foreign Language (EFL) Classroom." In International Conference on Education in Muslim Society (ICEMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.44.
Повний текст джерелаOanh, Hoang Thi Kim. "An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.7.
Повний текст джерелаKim, Hyemin, and Elaine Vernadine A. Liongson. "English Language Learning Anxiety among Korean College Students in the Philippines." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.005.
Повний текст джерелаYang, Jinbao, and Martin Valcke. "DOES A FLIPPED CLASSROOM APPROACH WORK IN ENGLISH AS A FOREIGN LANGUAGE (EFL) COURSES?" In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1084.
Повний текст джерелаHadijah, Sitti, and Shalawati. "ICT Integration Trends in EFL (English as Foreign Language) Classrooms." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009058600450051.
Повний текст джерелаVančová, Hana. "PRONUNCIATION EVALUATION CRITERIA FOR EFL LEARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end035.
Повний текст джерелаMalla García, Noelia. "Teaching English Literature in English as a Foreign Language (EFL) Classrooms." In The 5th Human and Social Sciences at the Common Conference. Publishing Society, 2017. http://dx.doi.org/10.18638/hassacc.2017.5.1.226.
Повний текст джерелаde Almeida, Maria, and Sydelle de Souza. "Tutoring EFL Students in Portugal: Rethinking writing center methodology." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0019/000434.
Повний текст джерелаMejias, Ivania. "PROMOTING COLLABORATIVE LEARNING THROUGH PROJECT –BASED INSTRUCTION IN THE ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1592.
Повний текст джерелаЗвіти організацій з теми "Foreign language (EFL) classroom"
Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2310.
Повний текст джерелаHuber, Jeanine. The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6905.
Повний текст джерелаLin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.283.
Повний текст джерелаRomero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.
Повний текст джерелаPérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.
Повний текст джерелаBuitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.
Повний текст джерелаПахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.
Повний текст джерела