Relevant bibliographies by topics / Assistant Language Teacher

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Academic literature on the topic 'Assistant Language Teacher'

Author: Grafiati

Published: 30 June 2021

Last updated: 29 July 2025

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Journal articles on the topic "Assistant Language Teacher"

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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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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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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Dissertations / Theses on the topic "Assistant Language Teacher"

Yokoyama, Takahiro. "The impact of TESOL teacher education on job satisfaction for native English speakers teaching English to speakers of other languages in Japan." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101737/1/Takahiro_Yokoyama_Thesis.pdf.

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This study examined potential effects of teacher training or education in Teaching English to Speakers of Other Languages upon job satisfaction of ‘native English speaker’ teachers in Japan. While multiple regression analyses discovered only certain types of training showed a positive influence, the interview participants revealed how their existing skills were often not fully utilised in the Japanese context. The pedagogical implications and recommendations for teacher education are discussed, along with administrative implications and suggestions for the future recruitment of ‘native English

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Smith, Elliot. "Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.

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This research seeks to develop further understandings of effectiveness of the Japan Exchange and Teaching (JET) Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s

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Anderson, Roger W. "A Multiple Case Study of International Teaching Assistants’ Investment in an ITA Training Class." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587728379964874.

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Youssef, Soha. "International Teaching Assistant (ITA) training program at Bowling Green State University: Putting the needs of ITAs and the expectations of undergraduate native English-speaking students (NESSS) in conversation." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522601913474312.

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Liaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.

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Lawson, Emily M. "THE RELATIONSHIP BETWEEN TEACHING BELIEFS AND PRACTICES AS PERCEIVED BY LANGUAGE GRADUATE TEACHING ASSISTANTS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2598.

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In order to equip teachers for the complexity of their job, teacher education programs have shifted away from training teachers in exactly what to do, focusing instead on how to approach the classroom. Teacher educators are working towards programs that develop beliefs that directly and positively affect the actions of teachers in the classrooms (Darling-Hammond, 2006). One particularly interesting case of teachers-in-training are graduate teaching assistants (GTAs), because they are both students and teachers simultaneously. In addition, GTAs are often learning how to teach while organizing,

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Angus, Katie Beth. "Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318794.

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In our post-9/11 globalized society, the bifurcated governance structure that has traditionally dominated foreign language (FL) departments is no longer desirable. According to the 2007 Modern Language Association (MLA) report entitled "Foreign Languages and Higher Education: New Structures for a Changed World," these departments need to strive to create "educated speakers who have deep translingual and transcultural competence" (p. 3). Whereas the report outlined in detail the implications this goal would have on undergraduate education, it made only two references to FL graduate students:

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Zha, Shenghua. "The effects of a technology-supported training system on second language use strategies for international teaching assistants." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4480.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.

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Mersh, Irene E. "Supporting children's acquisition of language and literacy : an investigation into the work of classroom assistants in mainstream primary schools." Thesis, n.p, 2001. http://oro.open.ac.uk/18813.

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Keith, Karin J., and Renee Rice Moran. "Qualitative Training Workshops for Graduate Assistants." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3619.

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Books on the topic "Assistant Language Teacher"

Educational Resources Information Center (U.S.), ed. Beyond TA training: Developing a reflective approach to a career in language education. Center for Applied Linguistics, 1998.

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Educational Resources Information Center (U.S.), ed. Spoken language: What it is and how to teach it. Center for Applied Linguistics, 1998.

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Educational Resources Information Center (U.S.), ed. Research and language learning: A tour of the horizon. Center for Applied Linguistics, 1998.

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Lancaster, Gwen. Developing speech and language skills: A resource book for teachers, teaching assistants, and speech and language therapists. Routledge, 2008.

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Educational Resources Information Center (U.S.), ed. Grammar in the foreign language classroom: Making principled choices. Center for Applied Linguistics, 1998.

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1935-, Kenny Brian, Savage William 1960-, and AIT RELC Conference on Language Programs in Development Projects (1993 : Asian Institute of Technology), eds. Language and development: Teachers in a changing world. Longman, 1997.

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Lange, Dale L. The teaching of culture in foreign language courses. Center for Applied Linguistics, 1998.

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Byrnes, Heidi. Reading in the beginning and intermediate college foreign language class. Center for Applied Linguistics, 1998.

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Anne, Farren, ed. Working together: Native speaker assistants in the primary school. CILT, 2004.

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Ashbaker, Betty Y. Assisting with early literacy instruction: A manual for paraprofessionals. Prentice Hall, 2011.

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Book chapters on the topic "Assistant Language Teacher"

Sakamoto, Nami. "English Language Education Reform and Assistant Language Teachers in Japan." In Teacher Awareness as Professional Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88400-0_2.

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Němec, Zbyněk. "“They Respect Me as a Person Who Can Help” Roma Teaching Assistants in the Czech Republic." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_23.

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AbstractIn the Czech Republic, where Roma represent the largest ethnic minority, Roma teaching assistants have been an irreplaceable form of support for the education of socially disadvantaged students for more than two decades. This chapter draws on experience from various research projects that took place from 2012 to 2019, and focuses on the benefits of the work of Roma teaching assistants in the education of socially disadvantaged Roma students; data were obtained through semi-structured interviews and subjected to a thematic analysis, using basic elements of grounded theory. According to

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Moore, Ashley R. "“It Feels Like I’m Stuck in a Web Sometimes”: The Culturally Emergent Identity Experiences of a Queer Assistant Language Teacher in Small-Town Japan." In Discourses of Identity. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11988-0_14.

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Yokoyama, Takahiro. "Official and Realized Hiring Policy of Assistant Language Teachers in Japan." In Global Perspectives on Language Education Policies. Routledge, 2018. http://dx.doi.org/10.4324/9781315108421-9.

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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.

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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail st

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Santos Fermin, Tricia Abigail, and Johanna O. Zulueta. "The Impact of Japanese Schools' Policy Responses to COVID-19 on Filipino Women Assistant Language Teachers." In Women and COVID-19. Routledge, 2023. http://dx.doi.org/10.4324/9781003267133-16.

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Alemi, Minoo, Ali Meghdari, Nasim Mahboub Basiri, and Alireza Taheri. "The Effect of Applying Humanoid Robots as Teacher Assistants to Help Iranian Autistic Pupils Learn English as a Foreign Language." In Social Robotics. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25554-5_1.

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"Toward a Comprehensive Conceptualization of Teaching Assistant Education: Contents, Commitments, Structures." In Second Language Teacher Education. Routledge, 2013. http://dx.doi.org/10.4324/9781410611130-16.

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Bristow, Mackenzie, and Mike Lehman. "Graduate teaching assistant education for Global English ecosystems." In Language Teacher Education for Global Englishes. Routledge, 2021. http://dx.doi.org/10.4324/9781003082712-19.

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Conference papers on the topic "Assistant Language Teacher"

Istrate, Ana mihaela. "THE IMPACT OF THE VIRTUAL ASSISTANT (VA) ON LANGUAGE CLASSES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-040.

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One of the modern times challenges, related to technological developments is the possibility of connecting concepts, such as Artificial Intelligence or Machine Learning to the process of teaching foreign languages. Recent studies suggest that machine learning can be equipped with an intelligence, similar to the human one. More specifically, machines can be programmed, trained and developed for self-learning. This way, devices such as Google Home, Alexa or Siri, to mention only three of the most recent developments in the field of VA, can become a teacher's assistant during the language classes

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Robertson, W. Boden. "Graduate Teaching Assistant Language Teacher Identity Development: Asserting Agency Through Pedagogical Struggles." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1894889.

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Nishihori, Yuri, Chizuko Kushima, Yuichi Yamamoto, Haruhiko Sato, and Satoko Sugie. "Global Teacher Training Based on a Multiple Perspective Assessment: A Knowledge Building Community for Future Assistant Language Teachers." In 2009 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology. IEEE, 2009. http://dx.doi.org/10.1109/wi-iat.2009.268.

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Jadán-Guerrero, Janio, Alexandra Avila, Johann Jadán, and Isabel L. Nunes. "Using Intelligent Personal Assistants for Teaching English." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002172.

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The lack of practice to develop language skills is the main problem in learning foreign languages. The aim of the research is to establish methodological strategies with virtual assistants, for elementary school students through innovative and interactive classes, to develop the macro skills of the English language. The methodological design of this study is based on a mixed qualitative-quantitative approach, with the participation of an expert on "Virtual assistants in the English language", five teachers from the English area and 57 elementary school students from a private school in Ecuador

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Istrate, Ana mihaela. "ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING - FUTURE TRENDS IN TEACHING ESL AND ESP." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-137.

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Starting from a presentation of the new trends and differences between artificial intelligence, machine learning and artificial neural networks, the present paper focuses mainly on the way in which e-Learning will be shaped in the future decades by the advances made in artificial intelligence, in the particular case of English as a Second Language and English for Specific Purposes. A future trend in ESP refers to the adaptability of e-Learning programs to the students' level of knowledge. If universities will be able to develop artificially intelligent e-Learning platforms, adapted to the leve

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Colibaba, Luciacintia, Anca cristina Colibaba, Jan Pawlowski, and Stefan Colibaba. "E-LEARNING IN ICT AND AGRICULTURE." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-106.

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Encouragement of European labor mobility is one of the key challenges in the 21st century. The article “E-learning in ICT and Agriculture” has as main objective the description of the results obtained in the LaProf project and the processes that lead to their development. LaProf (www.laprof.eu) project has responded to this challenge by developing computer-mediated multilingual language learning exercises for specific purposes and the overall concept of migration process. LaProf was a multiliteral project that aimed at promoting language awareness to immigrating workforces in two particular se

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Pokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.

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"For centuries, print dictionaries were the primary assisting tool for those who needed to find the meaning of an unknown word or translate something from or to a target language. These days, various technological solutions are available, many of them online and free of charge. Online machine translators (OMTs) are used as dictionaries to look up individual words or translate texts of various lengths. OMTs have changed the situation in foreign language education, too. The paper aims to discover how OMTs are perceived and used by non-native speaking university students of English in teacher-tra

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"The use of IPAs or Intelligent Personal Assistants (Google Assistant, Siri, Alexa, Cortana, etc.) for learning English speaking skills." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-38.

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This study examines Intelligent Personal Assistant (IPA) tools and their application for learning English speaking skills. The research method was reviewed through Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) by identifying, screening, and including related studies. It spans the studies from the years 2019 to 2024 that used IPAs as keywords. The findings show that Alexa, Google Assistant, and Siri are IPAs being used. They provide a platform for practicing, motivating, and encouraging others to speak English. However, the studies are limited in Japan and Taiwan s

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Nistor, Cristina mihaela. "CLASSROOM CHALLENGES: BLENDED LEARNING TOOLS USED IN TEACHING ROMANIAN AS A FOREIGN LANGUAGE." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-129.

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In the author's experience as a teacher of Romanian at the University "Politehnica" of Bucharest, there have always been challenges meant to test both the teacher's and the students' ability to adapt to the latest methods and/ or technologies employed in the modern world. For those students who opt for studying Romanian as a foreign language, teachers have to consider the difficulties posed by the target language itself and, consequently, they adopt blended learning tools as the best way to address the issue. Since students' motivations to learn Romanian vary from purely academic interest to e

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Bueno, Erika C. Matesz, Polyana Graf Finamor, Thaynara Cardoso, and Ana Cristina Bicharra Garcia. "OPA: An AI System for Automating the Correction and Analysis of Portuguese Dictations." In Simpósio Brasileiro de Sistemas Colaborativos. Sociedade Brasileira de Computação, 2025. https://doi.org/10.5753/sbsc.2025.6639.

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This paper presents an OPA (Observation, Processing, and Assistance) proof of concept, an AI-based system designed to support Portuguese language teachers in public schools by automating the correction and analysis of handwritten dictations. OPA uses OCR technologies and natural language processing to digitize students’ written work, identify errors, and classify them by type. This allows teachers to provide targeted interventions and better manage classroom data. By automating routine tasks, OPA aims to save time for educators and improve student literacy. The study demonstrates the potential

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Reports on the topic "Assistant Language Teacher"

Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.

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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teach

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