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Thematische Bibliographien / Assistant Language Teacher / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Assistant Language Teacher“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 21. Juni 2025

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1

Keane, Lisa, and Laura Rogers. "Using What You Have: Training Teacher Assistants as Speech-Language Assistants." Perspectives on School-Based Issues 10, no. 1 (2009): 19–22. http://dx.doi.org/10.1044/sbi10.1.19.

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Abstract The “Speech-Language Assistant (S/L Assistant or SLA) Model” in Broward County Schools was created to assist the speech-language pathologist (SLP) with the continuing effort to provide quality programs to students with speech and language impairments. Through the perseverance and dedication of a group of SLPs and the organization SPEECH (Speech Language Pathologists Energetically Effecting Change), a 3-year study called The Speech Language Improvement Plan was initiated. The study demonstrated that the use of S/L assistants increased dismissal rates, allowed for better caseload manage

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Kuleshova, Viktoriia, Viktoriia Malovana, and Iryna Samoilova. "Professional Training of a Teacher Assistant to Work in an Inclusive Education." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (349) (2022): 202–11. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-2-202-211.

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The article is devoted to the problem of professional training of future teacher assistants to work in an inclusive education. We have established the role of the professional activity of a teacher's assistant in the conditions of inclusive education. An analysis of scientific views on determining the phenomenon of readiness of a teacher's assistant for professional activities, and the impact of an inclusive educational environment on the learning process of children with special educational needs. It was found that the formation of readiness for professional activity is evidenced by the follo

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Hiratsuka, takaaki. "Assistant Language Teacher Needs and Wants for Professional Development." Language Teacher 49, no. 2 (2025): 12–18. https://doi.org/10.37546/jalttlt49.2-2.

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The present study addresses the notable absence of research concerning professional development opportunities tailored for foreign assistant language teachers (ALTs) in Japan. Although many ALTs are relatively new to both teaching and Japanese culture, they are afforded limited opportunities for professional development, typically through brief orientations and a small number of local conferences each year. There is also little research exploring the needs and wants of ALTs in this regard. To investigate this matter, I interviewed 11 in-service ALTs to pinpoint perceived shortcomings in their

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Kostadinova, Dafina. "38 English Teaching Assistants Will Teach in Bulgarian Schools and Universities in the Academic Year 2022/2023." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 49, no. 5 (2022): 506–8. http://dx.doi.org/10.53656/for22.551trid.

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This article examines the useful collaboration in the classroom between the foreign language teacher and the native speaker. With the help of the Fulbright Foundation, assistant teachers from the United States who have earned bachelor's degrees and have teaching experience are helping in Bulgarian schools and universities in English language classes.

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Bataklar, Sinan, and Aygül Bahadır. "The Views of Pre-service EFL Teachers on Teaching Assistant Practice in Language Teaching." Yaşadıkça Eğitim 38, no. 2 (2024): 274–83. http://dx.doi.org/10.33308/26674874.2024382716.

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The purpose of the study is to analyze the views on Teaching Assistant Practice (TAP) gathered from five senior English Language Teaching (ELT) students. The primary aim is to investigate and reveal how TAP affects EFL pre-service teachers’ teaching quality. The study was designed using a qualitative approach and a purposive sampling approach. The data was collected using open-ended questions and was analyzed using the qualitative content analysis approach. Based on the evidence, significant themes regarding the TAP were discovered. The following were the themes: excelling on pedagogical conte

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Litzler, Mary Frances. "Native English Speakers in Madrid’s Classrooms: Difficulties Reported by Assistants / Hablantes nativos de inglés en las aulas de Madrid: Dificultades señaladas por auxiliares." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 31 (December 9, 2019): 47–76. http://dx.doi.org/10.17398/1988-8430.31.47.

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This article examines difficulties encountered by 40 native English-speaking language assistants working in classrooms in the Madrid region, as reported in their teaching portfolios, a requirement of the Master’s degree programs they completed during the same period. The 187 comments obtained were analyzed by sorting them according to theme; the findings confirm those of prior studies while bringing to light challenges not mentioned to date in research. Some aspects discussed by the native English speakers were differences in classroom methodology and discipline, the need for increased communi

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Isnainiyah, Ika Nurlaili, Ati Zaidiah, and Artika Arista. "Pelatihan Media Pembelajaran dengan Teknologi Google Assistant sebagai Inovasi KBM Sekolah Luar Biasa di Jakarta." Prima Abdika : Jurnal Pengabdian Masyarakat 2, no. 4 (2022): 481–88. http://dx.doi.org/10.37478/abdika.v2i4.2287.

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The development of IT-based learning media in the field of education continues to progress in order to create comprehensive and interesting Teaching and Learning Activities (TLAs). In accordance with the Master Plan for Persons with Disabilities (RIPD) of the Ministry of Social Affairs of the Republic of Indonesia, learning media innovations are also important to be implemented in special schools for students with special needs in Indonesia. Innovation in learning media at SLBN 01 Jakarta still encounters obstacles, especially related to the lack of understanding of user experience in the teac

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San Jose, Dr Dominic Bryan S., and Doreen E. Cabunilas. "Narrative Inquiry of a Filipino ALT (Assistant Language Teacher) in Japan." International Journal of Multidisciplinary Research and Growth Evaluation 6, no. 3 (2025): 1249–57. https://doi.org/10.54660/.ijmrge.2025.6.3.1249-1257.

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Even with their qualifications, Filipino ALTs (Assistant Language Teachers) face some unique and intense challenges tied to race, linguistic legitimacy, and social acceptance within Japanese schools and society at large. To substantiate that claim, this study, using a qualitative design and a narrative inquiry method, explored the life and work in Japan of one Filipino ALT based in Osaka under a private dispatched company in partnership with a recruitment agency in the Philippines. It investigated how the participant navigated cultural transitions, role ambiguity, identity formation, and profe

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Cheng, Xiangli, Peng Lu, Yan Qian, and Seth Garrett. "Prospective roles of language teachers in AI-assisted language teaching: An action research." International Journal of English for Academic Purposes: Research and Practice 5, no. 1 (2025): 69–83. https://doi.org/10.3828/ijeap.2025.5.

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With the arrival of open generative AI, one of the most hotly debated topics is whether AI will replace human teachers in a language classroom (Gao, 2024; Li et al., 2024; Wen, 2024b). Though a general consensus has been reached that AI will partly replace language teachers, the roles of language teachers are underexplored in AI-assisted language teaching. This article reports on an action research of an AI-assisted language course collaborated by three Chinese teachers and a foreign teacher with AI Xiao Ya serving as an assistant to explore the curriculum development and teachers’ roles. The

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Perenič, Urška. "Smernice za delo jezikovnega asistenta za slovenščino v okviru manjšinskega šolstva na avstrijskem Koroškem." Jezik in slovstvo 51, no. 5 (2024): 47–57. http://dx.doi.org/10.4312/jis.51.5.47-57.

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In April 2005, on the basis of a bilateral agreement between Slovenia and Austria, the first application for the post of high-school assistant for Slovene was invited in Austria for the academic year 2005/2006. The article describes a one-year residence and work in Austrian Carinthia. The first part of the article explains the significance of such agreements and defines the role played by a language assistant. Then, it places this role within the educational system in Austria: first, it gives a brief outline of Slovene minority education, emphasising the establishment of a high school with Slo

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Poudel, Prem Prasad. "(Re)thinking English Language Teacher Education: Towards Contextualized and Coordinated Efforts for Enhancing Teacher Competencies." Journal of TESON 3, no. 1 (2022): 74–90. http://dx.doi.org/10.3126/jteson.v3i1.51770.

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This paper explores issues around the implementation of English language teacher education programs in Nepal. It also presents the challenges facing teacher education and stakeholder opinions on future transformation of English language teacher education. The data were obtained through in-depth interviews with four teacher educators, four school heads, one assistant dean and 2 education officials. The analysis of the data adopted a grounded theory that enabled the author to build on themes emerging from the interview data, and the authors’ insider experience as an English language teacher educ

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Ergenç, Leman. "„So Many Languages I Have Studded – Persian, Arabic, Azerbaijani, Turkish and … at the End Assistant Teacher“." Balkanistic Forum 30, no. 2 (2021): 11–21. http://dx.doi.org/10.37708/bf.swu.v30i2.1.

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The story of Leman Ergenç, professor of Linguistics about her life in Bulgaria and Turkey. She was born in 1937 in Harmanli. In 1955 she graduated from Turkish Pedagogical School in Sofia and departed for Baku, where she studded Turkish Language and Literature and Psychology as a second subject. When she turned to Bulgaria she worked as assistant – teacher, translater in the Plovdiv library and teacher. In 1967 she emigrated to Turkey – she was invited by her relatives in Edirne to be their guest and decided not to turn back to Bulgaria. At the beginning she worked as high school teacher in th

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Taşçı, Samet, and Mehmet Tunaz. "OPPORTUNITIES AND CHALLENGES IN AI-ASSISTED LANGUAGE TEACHING: PERCEPTIONS OF PRE-SERVICE EFL TEACHERS." Araştırma ve Deneyim Dergisi 9, no. 2 (2024): 74–83. https://doi.org/10.47214/adeder.1575897.

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The integration of Artificial Intelligence (AI) into foreign language education has transformed how languages are taught and learned, offering adaptive and personalized learning experiences. This study explores the perceptions of pre-service teachers regarding AI applications in language teaching, aiming to identify both the advantages and challenges these technologies present in educational contexts. Using a qualitative research methodology, semi-structured interviews were conducted with 17 pre-service English language teachers, who provided insights into their experiences with AI tools like

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Selvi, M. D. Thamarai, and Dr P. Saranya. "The Difficulties Encountered by English Professors when Attempting to Teach Writing Skills to Freshman Engineering Students." Journal of Language and Linguistics in Society, no. 25 (September 21, 2022): 30–47. http://dx.doi.org/10.55529/jlls.25.30.47.

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The aim of this study, which the researcher hopes to complete, is to investigate the difficulty faced by English professors when attempting to teach English writing skills to first-year engineering students. Participants of the study are 20 Assistant Professors, Male-7 and Female -13, from Department of English, in Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, Avadi, Chennai. Problem Statement of the study is that the problems confronted by a language teacher in imparting writing skills, and possible solutions. It would be challenging to practise speaking and

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Sutherland, Sean. "'Real English' in Japan : team teachers' views on nativeness in language teaching." Journal of English Studies 10 (May 29, 2012): 175. http://dx.doi.org/10.18172/jes.186.

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In Japan, English is often taught by teams composed of a local Japanese teacher of English (JTE) and a native English speaking assistant English teacher (AET). This form of team teaching is typically assumed to be beneficial as it provides the students with exposure to models of native English which they would otherwise not encounter. Research has found that students and JTEs approve of team teaching as it provides students with motivation to study a language that would otherwise have little relevance to their daily lives. Less research has been done to explore how team teaching affects the JT

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Binns, Akierah. "Impact of Assistant Language Teachers on English Education in Shizuoka." JALT Postconference Publication - Issue 2021.1; August 2022 2021, no. 1 (2022): 89. http://dx.doi.org/10.37546/jaltpcp2021-11.

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Previous research on Assistant Language Teachers (ALTs) continues to expand since Japan embarked on the Japan Exchange and Teaching (JET) Programme in 1987. However, few studies have explored ALTs and Japanese Teachers of English (JTEs) teaching practices and their impact upon student English language outcomes at the prefectural level. Through the findings of a questionnaire administered to 33 ALTs and 22 JTEs in Shizuoka, it was identified that traditional grammar translation methods continue to persist within the Japanese English language classroom; however, there are efforts to integrate Co

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Díaz, José Quintanal, and José María Ruiz. "Pupil Support Assistant/Teacher Assistant, A Pedagogical Tool Without Recognition, Essential For Educational Inclusion. Scottish Experience." Scientia Paedagogica Experimentalis 60, no. 2 (2023): 183–212. http://dx.doi.org/10.57028/s60-183-z1043.

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INTRODUCTION: The role of the Pupil Support Assistant (PSAs) has been defined in Scotland from the mid-20th century to the present day. Its original function was to perform basic tasks of assistance and help in aspects such as changing clothes, cleaning and tidying up the classroom to become, in the 21st century, an essential part of educational inclusion. Scottish classrooms present a great diversity not only related to the attention to diversity that has grown since 2010 where 215,897 students with Special Educational Needs (SEN) were registered, representing 30.9%, but it has also been repr

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Choi, Hyo-Seong, and Kyeong-Hwa Lee. "Implications for Developing Korean Language AI Digital Textbooks through Functional Analysis of U.S. Language Art AI Digital Textbooks." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 18 (2024): 1061–75. http://dx.doi.org/10.22251/jlcci.2024.24.18.1061.

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Objectives This study aims to analyze AI digital textbooks for national language education in the United States and draw implications for the development of AI digital textbooks for national language education. Methods AI digital textbooks for native language education in the United States were analyzed in terms of ‘student’, ‘teacher’, and ‘common’ based on the main functions of AI digital textbooks. Results The reference cases are Redbird Language art&Writing (McGraw-Hill) and IXL Language arts (IXL Learning), and the following implications were drawn as a result of the analysis. Conclus

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Perry, Simon James. "A critical discourse analysis of ELT institutional contradictions in language policy and recruitment in Japan." Studies in English Language and Education 10, no. 3 (2023): 1546–68. http://dx.doi.org/10.24815/siele.v10i3.30335.

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This paper analyses a series of websites of language institutions in Japan and highlights the consistent contradictions between the language policies advertised and the recruitment of non-native English-speaking teachers (NNESTs) conducted. I did a qualitative website study that involved an analysis of the most in-demand ELT companies and organizations in Japan. The websites were of ELT institutions, which were a mix of private institutions that teach for profit, and organisations that are mediators in supplying teachers (Assistant Language Teachers–ALTs) for schools around the country. The ai

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Hasanah, Nurul, and Pratiwi Tri Utami. "Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View." English Language Teaching Educational Journal 2, no. 3 (2020): 112. http://dx.doi.org/10.12928/eltej.v2i3.1134.

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Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing

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Baker, Lottie. "From learner to teacher assistant: Community-based service-learning in a dual-language classroom." Foreign Language Annals 51, no. 4 (2018): 796–815. http://dx.doi.org/10.1111/flan.12363.

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М.Н., Кожевникова,. "Artificial Intelligence – Assistant or Competitor for the Teacher of Russian as a Foreign Language?" Russkii iazyk za rubezhom, no. 6(295) (December 29, 2022): 23–28. http://dx.doi.org/10.37632/pi.2022.295.6.003.

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Статья посвящена актуальной проблеме использования компьютерных программ, моделирующих человеческий интеллект, в процессе обучения РКИ. Анализируются обучающие возможности современных программ в области машинного перевода и автоматического голосового диалога. Формулируются требования к будущей программе по обучению РКИ и рассматриваются ее потенциальные преимущества и недостатки по сравнению с традиционной формой преподавания. The article is devoted to the actual question how to use computer programs modelling the human intelligence on the lessons of Russian as a foreign language. We analyze t

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Tang, Jingwei, and Yi Deng. "The Design Model of English Graded Teaching Assistant Expert System Based on Improved B/S Three-Tier Structure System." Mobile Information Systems 2022 (May 17, 2022): 1–9. http://dx.doi.org/10.1155/2022/4167760.

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With the continuous development of Internet technology, the modern education system is becoming increasingly intelligent. The integration of information technology with the traditional curriculum can unlock the potential of modern education, which is essentially a change from the traditional teacher-centered classroom teaching structure. The disadvantage of the traditional education system is that it is difficult to teach students according to their abilities because of the differences in English language standards caused by differences in their knowledge and learning potential. Although tiere

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Graf-Beglinger, Esther, and Silvia Frank Schmid. "“So, I decided to focus on all the useful words with her first.”." Babylonia Journal of Language Education 1 (April 26, 2022): 78–83. http://dx.doi.org/10.55393/babylonia.v1i.182.

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Instead of doing an on-site-teaching internship at a primary school in an English-speaking country (Assistant Teachership), about 300 student teachers from the Zurich University of Teacher Education taught ten one-to-one online English lessons to young learners from Kyrgyzstan. This was administered by the language-learning-platform, loquilove. Due to the learners’ basic English knowledge, student teachers mostly focussed on teaching lexis. The evaluation of the alternative programme revealed that both student teachers and headmasters of the Kyrgyz schools agree that thanks to these online les

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Fitria, Aulia Shalehah, Aslamiah, and Asniwati. "Introducing English to Early Childhood (A Multi-Site Study in PAUD Terpadu Santa Maria and PAUD Terpadu Kristen Kanaan)." International Journal of Social Science and Human Research 07, no. 01 (2024): 125–34. https://doi.org/10.5281/zenodo.10458310.

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This research aims to describe and analyze the strategies and the implementation of introducing English to early childhood. This research used a qualitative descriptive approach with multi-site design. The data collection was carried out through interview, observation and documentation. Data analysis was described in two stages, namely individual data analysis and cross-site data analysis. The results of the study show that: 1) the strategy for introducing English to early childhood is the implementation of curriculum in form of intracurricular or extracurricular; competent and trained English

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Graf-Beglinger, Esther, and Schmid Silvia Frank. "«So, I decided to focus on all the useful words with her first»: Student teachers in Zurich teaching online English lessons one-to-one to young learners in Bishkek, Kyrgyzstan with a focus on lexis." Babylonia, no. 1 (April 26, 2022): 78–83. https://doi.org/10.5281/zenodo.6563679.

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Instead of doing an on-site-teaching internship at a primary school in an English-speaking country (Assistant Teachership), about 300 student teachers from the Zurich University of Teacher Education taught ten one-to-one online English lessons to young learners from Kyrgyzstan. This was administered by the language-learning-platform, <em>loquilove</em>. Due to the learners’ basic English knowledge, student teachers mostly focussed on teaching lexis. The evaluation of the alternative programme revealed that both student teachers and headmasters of the Kyrgyz schools agree that thanks

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Strebkova, Julia, and Viktoriya Drannyk. "TEACHING OF PHILOSOPHY BY THE “PEER-TO-PEER” METHOD IN THE CONTEXT OF CONFLICT RESOLUTION IN PEDAGOGICAL PROCESS." Almanac of Ukrainian Studies, no. 29 (2021): 171–75. http://dx.doi.org/10.17721/2520-2626/2021.29.23.

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This paper reports on conflicts between teacher and student in a mixed and distance education. The specific of conflict resolution in the process of teaching philosophy in technical universities is comprehended. The way of solving pedagogical conflicts and avoiding the development of negative scenarios have been founded for assistant lecturers and teachers of seminary lessons of philosophy, who had been involved in a conflict "teacher-students". The results of researches and implementation of experimental philosophy using ―peer-to-peer‖ teaching method in technical university have been present

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Sadighi, Firooz, Fatemeh Jamasbi, and Sara Ramezani. "The Impact of Using Dynamic Assessment on Iranian’s Writing Literacy." Theory and Practice in Language Studies 8, no. 9 (2018): 1246. http://dx.doi.org/10.17507/tpls.0809.21.

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Although using Dynamic Assessment especially in educational setting has been revealed to be a useful approach in helping learners to achieve higher levels of learning, not much consideration has been given to the role of teacher mediation through Dynamic Assessment in teaching writing literacy (Persian language). This study aimed to explore possible effects of teacher mediation on Iranian students’ Persian writing skills. To this end 30 Iranian Persian students were selected as participants of the study. The treatment group was taught writing skill through DA by using Flexible mediation, but t

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Moayeri, Maryam. "If It's Not Worth Saying in English, It's Not Worth Saying at All." Journal of Educational Thought / Revue de la Pensée Educative 42, no. 3 (2018): 293–304. http://dx.doi.org/10.55016/ojs/jet.v42i3.52430.

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As a Teacher's Assistant at university and a sponsor of student-teachers, I have learnt that teacher education programs do include discussions and activities around diversity and social justice. What remains untapped are teachers' abilities to recognize their own prejudices. This paper starts as an autobiographical piece. It tracks my teaching experience in a multicultural school where nearly 40% of the student population is identified as English as a Second Language. It shows that language can be a factor more prevalent in triggering discrimination than skin colour and that all five senses ca

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Hao, Lulu, Chaoyang Zhu, Xiangliu Chen, and Gabriel Xiao-Guang Yue. "Substitutor or Assistant: The Double-Edged Sword Effect of Artificial Intelligence Images on OTPs." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 16 (2024): 54–67. http://dx.doi.org/10.3991/ijim.v18i16.50661.

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Recently, the green concept has become integral to education, leading to the rise of paperless online teaching. With the rapid development of online teaching platforms (OTPs) due to the pandemic, studies on user behavior have gained momentum. However, most studies have focused on students’ online learning attitudes and behaviors, neglecting in-depth analysis of teachers’ behaviors on OTPs. OTPs can either assist or substitute teachers, enhancing efficiency but also causing anxiety. This paper proposes reframing OTPs as assistants to reduce teachers’ resistance. We investigate if the OTP image

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Evstigneev, Maxim N. "Twee neural network as a new tool for English language teacher." Tambov University Review. Series: Humanities, no. 6 (2023): 1428–42. http://dx.doi.org/10.20310/1810-0201-2023-28-6-1428-1442.

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Importance. The integration of artificial intelligence technologies into educational processes is becoming an irreversible process in the development of the information society. With regard to the methodology of foreign language teaching, many researchers note the huge potential of new technologies that can be used to increase the effectiveness of teaching and improve the quality of education. Artificial intelligence technologies are actively used in adaptive learning of foreign languages. Neural networks allow creating personalized training programs and unique content that meet the level of d

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Sakhinana, Sagar Srinivas, Geethan Sannidhi, and Venkataramana Runkana. "Multi-Modal Instruction-Tuning Small-Scale Language-and-Vision Assistant for Semiconductor Electron Micrograph Analysis." Proceedings of the AAAI Symposium Series 3, no. 1 (2024): 234–42. http://dx.doi.org/10.1609/aaaiss.v3i1.31205.

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We present a novel framework for analyzing and interpreting electron microscopy images in semiconductor manufacturing using vision-language instruction tuning. The framework employs a unique teacher-student approach, leveraging pretrained multimodal large language models such as GPT-4 to generate instruction-following data for zero-shot visual question answering (VQA) and classification tasks, customizing smaller multimodal models (SMMs) for microscopy image analysis, resulting in an instruction tuned language-and-vision assistant. Our framework merges knowledge engineering with machine learni

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Balgoa, Nelia G. "Filipino English Teachers in Japan: “Nonnativeness” and the Teaching and Learning of English." Journal of Language Teaching and Research 10, no. 2 (2019): 256. http://dx.doi.org/10.17507/jltr.1002.06.

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A feature of the Japan Exchange and Teaching (JET) Program, which aims to internationalize Japan and to improve the English-speaking ability of its students, is the hiring of Assistant Language Teachers (ALTs) who are described by the Japanese government as native-level speakers of English working in Japanese classrooms. By using critical applied linguistic which focuses on questions of power, difference, access and domination in the use of the English language (Pennycook, 2001), this paper examines the motivations of the Filipino teachers as ALTs, the processes of international teacher recrui

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Petiluna, Suzine, and Glenn Mark Escarda. "Exploring the Realities of Communicative Language Teaching in Elementary Classrooms: A Cross-Country Phenomenological Study of Filipino Teachers." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 4 (2025): 449–60. https://doi.org/10.5281/zenodo.15260295.

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<strong>Abstract</strong>   This qualitative study employed a phenomenological approach to explore the lived experiences of Filipino teachers implementing Communicative Language Teaching (CLT) in public elementary schools in Japan and the Philippines. The aim was to understand the challenges, strategies, and insights that shape their teaching practices in diverse educational contexts. A purposive sampling method was used to select eight participants—four from each country—who met the criteria of at least one year of teaching experience and the use of CLT in their English langu

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Wishart, Jocelyn. "Challenges faced by modern foreign language teacher trainees in using handheld pocket PCs (Personal Digital Assistants) to support their teaching and learning." ReCALL 20, no. 3 (2008): 348–60. http://dx.doi.org/10.1017/s0958344008000736.

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AbstractThis study addresses the challenges faced by Modern Foreign Language teacher trainees when asked to investigate the potential of a Personal Digital Assistant to support them both in their learning and in their teaching during their training year. Personal Digital Assistants (PDAs) such as the Windows Pocket PCs used in this study have previously been found supportive by trainees in other professions with a large information content. Modern Foreign Languages (MFL) was chosen as the subject for this investigation as a particularly wide range of potential opportunities specific to MFL was

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Shilke, V., and D. Shilke. "CHATBOT AS A METHOD OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE: DEVELOPMENT EXPERIENCE." Znanstvena misel journal, no. 96 (November 29, 2024): 76–78. https://doi.org/10.5281/zenodo.14242248.

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The article is devoted to the study of chatbot as one of the methods of teaching Russian as a foreign language. Digitalization of the educational environment has led to the development of distance learning methods, one of which is a chatbot, which is a virtual assistant in language learning. Since the discipline of “Russian as a foreign language” is mainly communicative in nature, the chatbot harmoniously fits into the existing set of online tools used by a modern teacher. The article describes the experience of developing a chatbot Russian Language Trainer focused on conversationa

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G. Ratunil, Mike Lawrence, Jeffrey M. Tinagan, Doreen E. Cabunilas, and Dominic Bryan S. San Jose. "Classroom Strategies and Challenges: A Case Study of a Filipino Assistant Language Teacher (ALT) in Japan." International Journal of Innovative Studies in Humanities and Social Studies 1, no. 2 (2025): 43–53. https://doi.org/10.71123/ijishs.v1.i2.25005.

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Yook, Cheong-Min. "An analysis of the effects of English teaching and learning based on interactive read-alouds." English Teachers Association in Korea 28, no. 2 (2022): 75–100. http://dx.doi.org/10.35828/etak.2022.28.2.75.

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This study examines the impact of an interactive read-aloud program on students’ attitudes toward English language learning and cognition of racial and physical differences. Interactive read-aloud is an instructional context in which the teacher reads aloud a selected picture book to the whole class and strategically provides students with opportunities for discussion and class activities. Sixteen elementary school students participated in an eight-week-long program. They were exposed to interactive readalouds of 16 English picture books. Data was collected through a series of three interviews

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Robertson, W. Boden, and Bedrettin Yazan. "Navigating tensions and asserting agency in language teacher identity: A case study of a graduate teaching assistant." Linguistics and Education 71 (October 2022): 101079. http://dx.doi.org/10.1016/j.linged.2022.101079.

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Upadhayaya, Krishna Kumari. "Mentoring Teachers during Covid-19: A Collaborative Organizational Approach." Journal of NELTA 27, no. 1-2 (2023): 69–87. http://dx.doi.org/10.3126/nelta.v27i1-2.53196.

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Mentoring is an essential part of teacher development. It is generally acknowledged that a master talent in mentoring is the ability to make resources available to a novice protégé to help them educate successfully. This study illustrates how mentorship technique aided in boosting teacher motivation for online instruction during COVID-19. According to the research, learning is successful when there are close relationships between mentors and mentees, opportunities for growth, and a supportive atmosphere. The investigation took place in a Nepalese school in Kathmandu. Ten English Language (EL)

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Minh, Nguyen Thi Hong, and Le Duy Khanh. "Using Artificial Intelligence Tools for Developing Conversational Skills for English Majors." European Modern Studies Journal 8, no. 2 (2024): 461–69. http://dx.doi.org/10.59573/emsj.8(2).2024.40.

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Despite the potential of Virtual Conversation Assistants as effective tools for conversing support in developing students’ conversational skills, their presence in Vietnamese schools or universities remains limited, often due to cost constraints, quality of language interaction, and their unpopularity among Vietnamese students. Therefore, it is essential that English language educators seek alternative strategies to offer additional assistance for the enhancement of students' abilities to converse effectively. This experimental study pilots the implementation of Call Annie and Praktika, two ar

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Nishihori, Yuri, Chizuko Kushima, Yuichi Yamamoto, Haruhiko Sato, and Satoko Sugie. "Global Teacher Training Based on a Multiple Perspective Assessment." International Journal of Information Systems and Social Change 2, no. 1 (2011): 16–30. http://dx.doi.org/10.4018/jissc.2011010102.

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The main objective of this project is to design and implement Web-based collaborative environments for a global training based on a multiple perspective assessment for future and novice ALTs (Assistant Language Teachers) who will come to Japan from various parts of the world. The system was created in order to give better chances to acquire professional knowledge in advance with support from experienced senior teachers, both Japanese teachers and former ALTs. Computer Support for Collaborative Learning (CSCL) was adopted as a platform for their online discussion with much focus on multiple per

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Yuan, Chunmei, Xiuying Zheng, and Guangfeng Li. "English Classroom in the Era of Artificial Intelligence: The Transformation and Reshaping of Teachers' Role." Region - Educational Research and Reviews 6, no. 10 (2024): 64. https://doi.org/10.32629/rerr.v6i10.2701.

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With the rapid development of artificial intelligence technology, the field of English education is undergoing profound changes. Artificial intelligence not only improves teaching efficiency, but also promotes the gradual transformation of teachers' role from knowledge transmitter to learning guide, data analyst and learning supporter. This transformation brings new challenges and opportunities. This paper discusses the application of artificial intelligence in English classroom, such as intelligent language learning platform, automatic evaluation system and virtual teaching assistant, and ana

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Rosnaningsih, Asih, Ina Magdalena, Sumiyani, Dayu Retno Puspita, Ratih Ayu Wulandari, and Haryati. "Optimizing The EFL Learning Through Individualized Education Programs for Intellectually Disability Students." Journal of English Education and Teaching 7, no. 4 (2023): 1101–13. http://dx.doi.org/10.33369/jeet.7.4.1101-1113.

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This research aims to describe the English language learning process using Individual Education Program (IEP) in inclusion classes at elementary school level. This research used a qualitative approach with two students with special needs with intellectual disabilities (ID) as the subjects of this research. Three types of data collection techniques used were structured observation, structured interviews and document study. The result of this research indicated that even though the two research subjects have intellectual disability, they can still participate in learning with certain terms and c

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Putriana Wati, Olga, Dyah Worowirastri Ekowati, Toto Nusantara, Makbul Muksar, and Dwi Agus Sudjimat. "Bead Maze Media Semiotics Objects: A Study of Mathematics Teaching for Autism Students in Elementary School." Jurnal Ilmiah Sekolah Dasar 7, no. 3 (2023): 414–24. http://dx.doi.org/10.23887/jisd.v7i3.57227.

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Mathematics learning for autistic students needs to be done concretely and interestingly. If this is implemented, it is hoped that autistic students will be able to understand and even use mathematics in everyday life. This study aimed to analyze semiotic objects in the bead maze media for learning mathematics for autistic students in elementary schools. The research was conducted in a descriptive qualitative manner. Methods of data collection through observation, documentation, and interviews with elementary school mathematics teachers and assistants for autistic students. Observations were m

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Siwei, Yue, and Wang Xuefei. "Teaching Approach of Theory-Centered Course for Freshmen of Business English Major: A Case Study of “Research Methodology” Course." English Language Teaching 12, no. 3 (2019): 191. http://dx.doi.org/10.5539/elt.v12n3p191.

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This study explores the teaching approach of the general courses of theoretical knowledge targeted at the freshmen based on a pilot study of the course Research Methodology in School of English for International Business (SEIB) in Guangdong University of Foreign Studies. A questionnaire survey of 163 freshmen who take the course at two consecutive terms indicates that the course is pedantic and lectures&rsquo; inputs are invariable and the teacher participation is insufficient. After implementing a teaching reform against these defects, the methods of adopting case study and improving teac

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Ramadhani, Ari Saputra, and Widya Syafitri. "THE ICT AT ELEMENTARY SCHOOL: PROBLEMS AND SOLUTIONS." ICMIE Proceedings 1 (June 13, 2025): 51–56. https://doi.org/10.30983/icmie.v1i.18.

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This research aimed to figure out the problems faced by English teachers and provided some solutions to overcome the problems in the EFL classroom. This study was qualitative research. The informant of this research was an English teacher at SDIT Mutiara Global Kampar, Riau. The data collection in this study was an interview. The researcher investigated the use of ICT during teaching and learning process and found that teachers used powerpoint but not actively yet. The problems faced during teaching and learning English Language were identified as follows: students lack vocabulary, listening s

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Tregubov, Vladimir N. "The use of artificial intelligence techniques for distance learning." Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy 21, no. 2 (2021): 222–27. http://dx.doi.org/10.18500/1819-7671-2021-21-2-222-227.

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The article describes some practices of voice recognition technologies based on artificial intelligence to improve the educational process in a remote format. This is relevant to modern remote education environment. The author presents an analysis of existing approaches to the use of artificial intelligence technologies in the educational process. Elements of artificial intelligence in a specialist software make the educational process more modern and convenient both for the learner and the teacher. One of the implementations for a natural user interface is a voice-user interface, which recogn

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Sakamoto, Nami. "Strategies for improving lessons in team-teaching: through narrative analysis of English teachers." Impact 2023, no. 1 (2023): 29–31. http://dx.doi.org/10.21820/23987073.2023.1.29.

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With a view to improving teaching for students and teachers alike, Associate Professor Nami Sakamoto, Faculty of Global and Regional Studies, Doshisha University, Japan, is conducting research that is focused on teacher narrative and its application to society and the professional development of assistant language teachers (ALTs) and Japanese teachers of English (JTE). In her work, Sakamoto records English classes taught by ALT and JTE pairs working together and subsequently conducts a semi-structured interview with the two teachers after the class, focusing on pre-prepared questions relating

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Alkaabi, Mozah H., and Asma Saeed Almaamari. "Generative AI Implementation and Assessment in Arabic Language Teaching." International Journal of Online Pedagogy and Course Design 15, no. 1 (2025): 1–18. https://doi.org/10.4018/ijopcd.368037.

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Artificial intelligence (AI) models struggle to reach performance levels due to the complex nature of Arabic grammar and diverse regional dialects. This study investigated how generative AI (GenAI) functions as a teaching assistant in Arabic language classrooms. Using qualitative methods, semi-structured interviews were conducted with 15 instructors; the data was then analyzed using thematic analysis. Results revealed that instructors used GenAI to create material, assess students' work, and create personalized learning plans. Instructors struggled, however, with AI accuracy in dialect process

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