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Relevant bibliographies by topics / Ecole normale supérieure (Cameroon). Bibliothèque

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Academic literature on the topic 'Ecole normale supérieure (Cameroon). Bibliothèque'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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Journal articles on the topic "Ecole normale supérieure (Cameroon). Bibliothèque"

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A., Nkemleke Daniel, and Tume Lynda L. "WhatsApp-based Learning in Ecole Normale Supérieure de Yaoundé-Cameroon at the Time of Coronavirus." International Journal of TESOL Studies (2020) 2, no. 3 (2020): 13–31. https://doi.org/10.46451/ijts.2020.09.15.

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Mobile apps have been shown to enhance students’ motivation in the learning of English. With the outbreak of the corona virus, where safe distancing became one of the strategies to limit its propagation, WhatsApp became a practical medium for delivering content for us at the Ecole normale supérieure de Yaoundé. This article illustrates how we used a WhatsApp forum to run a class project on summary writing, which required each student to watch a movie online and write a holistic summary of it. The summaries were intended to be part of the entries for a database of resources

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2

Nkemleke, Daniel. "Some characteristics of expository writing in Cameroon English." English World-Wide 27, no. 1 (2006): 25–44. http://dx.doi.org/10.1075/eww.27.1.03nke.

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One of the major characteristics of English in non-native settings is that it exists alongside indigenous languages and most people who study English here come to the language classroom with knowledge of at least an L1. Because the rhetorical structure of the L1 of these learners is not the same as that of English, what is written in these settings often exhibits features that do not meet the expectation of a typical western mind. This study analyses the structural configuration and some syntactic features that characterise students’ essays in a formal academic situation in Cameroon. The corpu

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"WhatsApp-based Learning in Ecole normale supérieure de Yaoundé-Cameroon at the Time of Coronavirus." International Journal of TESOL Studies, August 1, 2020. http://dx.doi.org/10.46451/ijts.2020.09.15.

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Daniel, A. Nkemleke Lynda Tume Leinyuy. "WhatsApp-based Learning in Ecole normale supérieure de Yaoundé-Cameroon at the Time of Coronavirus." August 1, 2020. https://doi.org/10.5281/zenodo.3990014.

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Mobile apps have been shown to enhance students' motivation in the learning of English. With the outbreak of the corona virus, where safe distancing became one of the strategies to limit its propagation, WhatsApp became a practical medium for delivering content for us at the Ecole normale supérieure de Yaoundé. This article illustrates how we used a WhatsApp forum to run a class project on summary writing, which required each student to watch a movie online and write a holistic summary of it. The summaries were intended to be part of the entries for a database of re

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Daniel, A. Nkemleke, and Tume Leinyuy Lynda. "WhatsApp-based Learning in Ecole normale supérieure de Yaoundé-Cameroon at the Time of Coronavirus." International Journal of TESOL Studies, September 30, 2020. https://doi.org/10.5281/zenodo.4393434.

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Abstract:

Mobile apps have been shown to enhance students' motivation in the learning of English. With the outbreak of the corona virus, where safe distancing became one of the strategies to limit its propagation, WhatsApp became a practical medium for delivering content for us at the Ecole normale supérieure de Yaoundé. This article illustrates how we used a WhatsApp forum to run a class project on summary writing, which required each student to watch a movie online and write a holistic summary of it. The summaries were intended to be part of the entries for a

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Book chapters on the topic "Ecole normale supérieure (Cameroon). Bibliothèque"

1

Nkemleke, Daniel A. "Going virtual, staying face-to-face: trajectory of ELT classes during the pandemic." In The world universities’ response to COVID-19: remote online language teaching. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.1263.

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COVID-19 caught everyone by surprise, and even the most advanced higher education institutions around the world probably had challenges moving from Face-to-Face (F2F) to online teaching and learning. For Cameroon, where internet connectivity is still very low, both teachers and students have had a hard time switching to virtual classrooms. This chapter discusses the challenges they have faced in navigating this trajectory in the department of English at the Ecole Normale Supérieure (ENS) of the University of Yaoundé 1 (UYI) during the period of lockdown. Based on the experience of 14 teachers

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