Auswahl der wissenschaftlichen Literatur zum Thema „Additional language education in ESL/EFL context“
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Zeitschriftenartikel zum Thema "Additional language education in ESL/EFL context":
Wei, Rining, und Jieyun Feng. „Implementing CLIL for young learners in an EFL context beyond Europe“. English Today 31, Nr. 1 (17.02.2015): 55–60. http://dx.doi.org/10.1017/s0266078414000558.
Fu, Tingfeng, und Hossein Nassaji. „Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom“. Studies in Second Language Learning and Teaching 6, Nr. 1 (31.03.2016): 159–81. http://dx.doi.org/10.14746/ssllt.2016.6.1.8.
Alsharidi, Norah K. M. „The Use of Twitter Amongst Female Saudi EFL Learners“. International Journal of Applied Linguistics and English Literature 7, Nr. 4 (01.07.2018): 198. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.198.
Haque, S. M. Fazlul, und Norah Mofareh Al Salem. „Social Media in EFL Context: Attitudes of Saudi Learners“. Journal of Language Teaching and Research 10, Nr. 5 (01.09.2019): 1029. http://dx.doi.org/10.17507/jltr.1005.16.
Dhieb-Henia, Nebila. „“Explication de Texte” Revisited in an ESP Context“. ITL - International Journal of Applied Linguistics 137-138 (01.01.2002): 233–51. http://dx.doi.org/10.1075/itl.137-138.04dhi.
Loi, Nguyen Van, und Chung Thi Thanh Hang. „English Proficiency Gain and Mediating Factors in Training: A Self-Evaluation of Vietnamese Pre-Service EFL Teachers“. International Journal of Learning, Teaching and Educational Research 20, Nr. 1 (30.01.2021): 22–47. http://dx.doi.org/10.26803/ijlter.20.1.2.
Huynh, Thi Lan, und Uyen Nu Thuy Nguyen. „Students’ Perceptions and Design Considerations of Flipped Interpreting Classroom“. Theory and Practice in Language Studies 9, Nr. 9 (01.09.2019): 1100. http://dx.doi.org/10.17507/tpls.0909.05.
Iordăchescu, Grigore-Dan. „Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0“. JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, Nr. 1 (30.04.2019): 169–71. http://dx.doi.org/10.29302/jolie.2019.12.1.13.
Zhang, Hao, Wu-Yuin Hwang, Shih-Ying Tseng und Holly S. L. Chen. „Collaborative Drama-Based EFL Learning in Familiar Contexts“. Journal of Educational Computing Research 57, Nr. 3 (09.04.2018): 697–722. http://dx.doi.org/10.1177/0735633118757731.
Xiao, Yuehai, und Angel Zhao. „Individualized Learning in Context: Constructivists’ Teaching Philosophy of Academic Writing for EAL Learners“. International Journal of English Linguistics 10, Nr. 5 (07.09.2020): 360. http://dx.doi.org/10.5539/ijel.v10n5p360.
Dissertationen zum Thema "Additional language education in ESL/EFL context":
Czaholi, Attila. „The effectiveness of oral corrective feedback in experimental and quasi-experimental studies : A systematic literature review“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104875.
Lacroix, Fanny. „The impact of same-language subtitling on student comprehension in an English as an Additional Language (EAL) context / Fanny Lacroix“. Thesis, North-West University, 2012. http://hdl.handle.net/10394/10288.
MA, Language Practice, North-West University, Vaal Triangle Campus, 2012
Vermaak, Coralie Elizabeth. „Phonological awareness skills of a group of Grade 4 learners in a multi-cultural, multi-lingual education context with English as Language of Learning and Teaching (ELoLT)“. Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/29130.
Dissertation (M (Communication Pathology))--University of Pretoria, 2007.
Speech-Language Pathology and Audiology
M (Communication Pathology)
Unrestricted
Bücher zum Thema "Additional language education in ESL/EFL context":
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners - Loyola Marymount University, 2021. http://dx.doi.org/10.15365/ceel.publication.2021.0002.
Buchteile zum Thema "Additional language education in ESL/EFL context":
Lin, Angel M. Y. „Disconnects in Bilingual Education Settings and Research Traditions“. In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts, 59–76. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1802-2_4.
Rakıcıoğlu-Söylemez, Anıl, und Sedat Akayoğlu. „Prospective EFL Teachers' Perceptions of Using CALL in the Classroom“. In Handbook of Research on Educator Preparation and Professional Learning, 189–204. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8583-1.ch011.
Rakicioglu-Soylemez, Anıl, und Sedat Akayoglu. „Prospective EFL Teachers' Perceptions of Using CALL in the Classroom“. In Innovative Professional Development Methods and Strategies for STEM Education, 195–208. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9471-2.ch012.
Teng, Yanjiang. „EFL Teachers' Knowledge of Technology in China“. In Preparing Foreign Language Teachers for Next-Generation Education, 23–37. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0483-2.ch002.
Dinh, Hanh. „A Video-Based Multimedia Curricular Design and Implementation for Advanced English Language Learners (ELLs)“. In CALL Theory Applications for Online TESOL Education, 161–82. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6609-1.ch007.
Barko-Alva, Katherine, und Stephen S. Masyada. „Dimensions of Success Integrating the C3 Framework and ESL Instruction“. In Advances in Early Childhood and K-12 Education, 250–69. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch014.
Soboleva, Aleksandra V. „A Cognitive Style-Inclusive Approach as a Means of Learner-Centered EFL Teaching Mode Implementation“. In Handbook of Research on Curriculum Reform Initiatives in English Education, 122–35. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch008.
Adamson, John, und David Coulson. „Pathways towards Success for Novice Academic Writers in a CLIL Setting“. In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms, 148–68. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch010.
Miri, Mir Abdullah, und Bui Phu Hung. „Contextualizing Second Language Writing in Literature Courses“. In Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students, 287–306. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6508-7.ch017.
Naqvi, Samia, und Asfia Khan. „Multiple Intelligences Theory Applied to Folklore in Omani EFL Teaching“. In Handbook of Research on Curriculum Reform Initiatives in English Education, 52–67. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5846-0.ch004.
Konferenzberichte zum Thema "Additional language education in ESL/EFL context":
Sitorus, Mei Lusiana. „Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing“. In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.