Relevant bibliographies by topics / EFL classroom

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'EFL classroom'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "EFL classroom"

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Sakui, Keiko. "Classroom management in Japanese EFL classrooms." JALT Journal 29, no. 1 (2007): 41. http://dx.doi.org/10.37546/jaltjj29.1-2.

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The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teache
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KESKIN, Dilara. "IMPLEMENTATION OF FLIPPED MODEL IN EFL READING CLASSROOMS." Turkish Online Journal of Distance Education 24, no. 3 (2023): 261–79. http://dx.doi.org/10.17718/tojde.1132888.

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Among many technology-enhanced teaching strategies, flipped classroom is one that gained popularity in recent years. This approach supports a more student-centered and communicative learning environment in English as a Foreign Language (EFL) classrooms. Although this approach is getting popular in the field, little research has examined the incorporation of flipped classroom approach in EFL classrooms. To address this gap, this study presented some tools to provide teachers an idea of how to flip a language classroom and make the learning process more active and communicative. Also, flipped cl
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Абдулхакимова, К., and К. Нарымбетова. "FLIPPING THE EFL CLASSROOM." Педагогика и методы обучения 52, no. 1 (2020): 87–97. http://dx.doi.org/10.47344/sdu20bulletin.v52i1.112.

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The study explores EFL flipped classroom in a higher education setting. The results obtained in observations and questionnaires showed that the flipped classroom improved students’ engagement in learning process and the teaching model was perceived positively by students. The study also identifies a number of drawbacks that need to be taken into consideration by teachers who are planning to use this instructional method in their classrooms.
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Nikussa, Mekonnen Tolera. "University EFL Instructors’ Attitude towards English Oral Interaction: A Case Study at Wollega University, Ethiopia." International Journal of Multicultural and Multireligious Understanding 10, no. 12 (2023): 530. http://dx.doi.org/10.18415/ijmmu.v10i12.5178.

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The purpose of the current study was to investigate EFL instructors’ attitude towards English oral interaction in EFL classroom. For the study, a constructivism paradigm, a descriptive case study design and a qualitative research approach were employed. The participants were eight EFL instructors selected through purposive sampling technique. The data collection instrument was semi-structured interview. A phenomenological data analysis strategy was utilised. The data were analyzed in terms of the three components of attitude: cognitive, affective and behavioural components. Regarding cognitive
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Jeanretno Tiara Putri, Ayu, Sri Wuli Fitriati, and Zulfa Sakhiyya. "Pedagogical, Interpersonal and Instructional Functions of Code-switching to Support Online Classroom Learning." English Education Journal 12, no. 2 (2022): 252–63. http://dx.doi.org/10.15294/eej.v12i2.58014.

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This study was conducted during the COVID-19 pandemic when a shift from traditional classrooms to online classroom learning happened. Faced with online learning challenges, teachers practiced various strategies to support their classes. In EFL contexts, the way teachers manage these challenges can be investigated through online code-switching. The present qualitative study investigates an Indonesian EFL teacher’s perception and use of classroom code-switching in promoting pedagogical, interpersonal, and instructional functions to support teaching and learning in online classroom settings. The
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Adhikari, Devi Prasad, and Gopal Prasad Pandey. "Critical Pedagogy in Higher Education: EFL Teachers' Perceptions and Classroom Applications." AMC Journal 5, no. 1 (2024): 18–33. https://doi.org/10.3126/amcj.v5i1.75959.

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Critical Pedagogy (CP) is a radical approach in education that transforms English as Foreign Language (EFL) classrooms into a discursive, interactive, and dialogic platform for raising students' voices. The practice of CP in the classroom helps teachers to patronize their students’ oppressive voices. This study explored the perceptions and practices of critical pedagogy among higher-level EFL teachers. This is a qualitative study. It comprises a small sample; representing each university-level EFL teacher from different five colleges in Dhading district in Nepal. We used semi-structured interv
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Simhony, Julia, and Natthapong Chanyoo. "A Comparison of Corrective Feedback Used in International and EFL Contexts." Journal of Language Teaching and Research 9, no. 3 (2018): 573. http://dx.doi.org/10.17507/jltr.0903.17.

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The current study aims to investigate types of corrective feedback used in two classroom settings (i.e. EFL and international school classrooms) and to compare the frequency of corrective feedback types used in the two classrooms. The participants of this study were 31 students from two classrooms (6 international and 25 in EFL classrooms) and their respective teachers; one in each classroom. Data was collected through four classroom observations and one semi-structure interview conducted with the teacher from each classroom. The findings revealed that all six types of feedback were provided b
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Hastuti, Dwi Puji, Diah Kristina, and Endang Setyaningsih. "Developing Thinking Reading Classrooms: Insight from Pre-Service EFL Teachers’ Lesson Plans and Classroom Instructions." Register Journal 15, no. 2 (2022): 201–21. http://dx.doi.org/10.18326/rgt.v15i2.201-221.

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Numerous studies have investigated the integration of critical thinking in EFL classrooms and textbooks. Still, relatively few have investigated the integration of critical thinking into reading lesson plans and classroom instructions. The current study adopted a qualitative case study approach to provide insight into how pre-service EFL teachers infused critical thinking skills into online reading classrooms. The study also gives information on pre-service EFL teachers' challenges in critical thinking integration into reading classrooms. Eight pre-service EFL teachers who completed all three
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Bonyadi, Alireza, Mehdi Kheyrollahi Kalvanagh, and Minoo Bonyadi. "Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse." Discourse and Communication for Sustainable Education 12, no. 2 (2021): 45–53. http://dx.doi.org/10.2478/dcse-2021-0015.

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Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigat
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Albahiri, Mohammed Hamed, Ali Albashir Mohammed Alhaj, and Mohammed Saeed Alghamdi. "Successful Teaching Strategiesand Practices in EFL Virtual Classrooms: A Qualative Study For Analyzing Several Studies and Practices." Revista de Gestão Social e Ambiental 18, no. 3 (2024): e08002. http://dx.doi.org/10.24857/rgsa.v18n3-192.

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Objective: The current study intended to identify successful teaching strategies and practices in EFL virtual classrooms and to build a proposed model for designing teaching strategies and successful practices in virtual classrooms. Theoretical Framework: The research concerns itself with studies that concentrate on applications of artificial intelligence, adaptive learning, teaching methods, communication, and interaction in EFL virtual classrooms. Method: the study adopted the qualitative documentary method as the paradigm of qualitative research through extensive qualitative analyses of the
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Dissertations / Theses on the topic "EFL classroom"

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Matsumoto, Yasuyo. "Investigating classroom dynamics in Japanese university EFL classrooms." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/296/.

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Since 1868 to the present day, the Ministry of Education, Sports, Science and Culture (MEXT) has implemented many reforms to enhance English education in Japanese universities. However, much still remains to be done to improve the situation and one of the biggest hurdles is the fact that there are many unmotivated students in Japanese university EFL classrooms. This thesis explores the reasons for this problem by focusing on inter- and intra-relations between teachers and students in this context. Data were collected through classroom observations, interviews and questionnaires. The study empl
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Braga, Maria do Carmo de O. "Humor in the efl classroom." Florianópolis, SC, 2000. http://repositorio.ufsc.br/xmlui/handle/123456789/78536.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.<br>Made available in DSpace on 2012-10-17T15:39:43Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T17:09:51Z : No. of bitstreams: 1 170590.pdf: 2930225 bytes, checksum: bcd7c5afd9dbaf291df2153a5dbd34ca (MD5)<br>Esta pesquisa descreve a interação de sala de aula occorrida naturalmente na aula de inglês como língua estrangeira. A investigação basea-se em métodos etnográficos (Erickson & Shultz, 1981; Erickson, 1992) e segue a perspectiva teórica da Sociolingüística Interacional, com o in
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Hsu, Hsiao-Tung. "An EFL pre-school classroom research." Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446269.

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Mahdi, Diana, and Noha Saadany. "Oral Feedback in the EFL classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34843.

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Lärare använder sig av olika metoder för att hjälpa studenter att utveckla de verktyg de behöver för att lära sig engelska, eller något annat ämne. En metod här är muntlig feedback, som används för att uppmuntra elever eller korrigera dem när de utför språkliga fel. Vårt mål med detta examensarbete är därför att undersöka vilka typer av muntlig feedback som kan hittas i ett klassrum där man lär sig engelska som främmande språk och vilka attityder som både lärare och studenter kan ha gentemot muntlig feedback. Tre typer av undersökningsmetoder har använts: observationer, intervjuer och enkäter.
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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Quality Language Assessment in University EFL Classroom." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67254.

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In recent years, teachers have become increasingly interested in the methodology by which the attitudes, knowledge and skills of EFL learners can be constructively developed. In line with this strand, European language examinations focus upon assessing a learner’s ability to use the language, and do not concentrate on testing whether learners can recite the rules of the language, or how many words they have learned, or whether they sound like a perfect native speaker. Modern language assessments are not interested in whether students can transform isolated sentences into paraphrased ve
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Andersson, Sigrid. "Pronunciation Teaching in the Swedish EFL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34572.

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This essay aims to explore how Swedish teachers of English view the shift from a Native Speaker ideal to English as a Global Language in connection to pronunciation teaching. The essay also aims to explore how the teachers teach this in practice. By interviewing five professional teachers, the results of the study showed that most of the teachers did not teach pronunciation explicitly and believed that pronunciation teaching should be integrated into other parts of language learning. None of the teachers claimed to expect their students to be able to speak with a native accent but believed tha
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Bergsleithner, Joara Martin. "Grammar and interaction in the EFL classroom." Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/82346.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2012-10-19T14:13:42Z (GMT). No. of bitstreams: 1 194824.pdf: 467121 bytes, checksum: 05bb795a60ded20979e1259ccb416841 (MD5)<br>O objetivo da presente dissertação é investigar, através de uma perspectiva sócio-cultural, como um grupo de aprendizes lidam com a gramática numa sala de aula de inglês como língua estrangeira (LE) ambos com o seu professor e entre eles mesmos. Com essa finalidade, est
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Trevisani, Ana Paula. "Implementation of reading tasks in efl classroom." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/88041.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/inglês e Literatura Correspondente<br>Made available in DSpace on 2012-10-22T05:03:16Z (GMT). No. of bitstreams: 1 209126.pdf: 3328873 bytes, checksum: fe99a26d3a63a3d87b79ba3b2f0092de (MD5)<br>A Pesquisa em Sala de Aula prima por representar uma abertura para se investigar o que realmente acontece dentro da sala de aula (Allwright & Bailey, 1991). No que se refere ao ensino de língua, esse tipo de pesquisa representa a possibilidade de estabelecer elos entre
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Skog, Emma. "Literature in the EFL Classroom : How EFL Teachers in a Few Swedish Secondary Schools Use Novels in Their Classrooms." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72043.

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Since 2011 The Swedish Curriculum for the compulsory school from 2011 (revised2018) states that different types of text that should be taught in EFL classrooms inSweden are “Literature and other fiction” (Skolverket 37). In my essay, I examine theuse of novels in the English as a Foreign Language (EFL) classroom in a few Swedishsecondary schools. What types of novels are used and what kinds of assignments aregiven to the pupils during a reading project? Are there any differences in how teachersuse novels in their classroom depending on previous experience? To find out why andhow one may use li
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Wikström, Hannah. "Reading Drama in the EFL Classroom : An Analysis of the Potentials in Using Drama in the Swedish EFL Classroom." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, Ämnesforskning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49983.

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This study aims to examine the potential of reading dramatic scripts in the Swedish EFL classroom, using the play Top Girls by Carol Churchill as an example. In particular, it focuses on how literary theory and different aspects of feminism can be taught through the use of the play. The study is conducted through a textual analysis of the play’s main characters and the Swedish National Syllabus. The results show that there is a great potential in working with dramatic literature in the EFL classrooms. Using drama is effective in the way it covers several aspects of the core content of English
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Books on the topic "EFL classroom"

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Üstünel, Eda. EFL Classroom Code-Switching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2.

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Werner, Delanoy, and Volkmann Laurenz, eds. Cultural studies in the EFL classroom. Universitá̈tsverlag Winter, 2006.

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Reid, Joy M. Learning styles in the ESL/EFL classroom. Thomson Asia Pte Ltd., 2002.

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Teranishi, Masayuki, Yoshifumi Saito, and Katie Wales, eds. Literature and Language Learning in the EFL Classroom. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137443663.

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Donnerstag, Jürgen. Media and American studies in the EFL-Classroom. Universitätsverlag Winter, 2008.

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Haines, Simon. Projects for the EFL classroom: Resource material for teachers. Nelson, 1989.

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Phyllis, Wachob, ed. Power in the EFL classroom: Critical pedagogy in the Middle East. Cambridge Scholars, 2009.

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Hewings, Martin. Teacher appraisal of learner utterances in the formal, elementary EFL classroom. University of Birmingham, 1985.

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Quintana, Jenny. Telling tales: Literary texts with accompanying worksheets for the ESOL/EFL Classroom. Learning by Design, Block C, The Professional Development Centre, English Street, London, E3 4TA, 1993.

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Powick, Kelly D. Conversations with EFL teachers: Toward an understanding of whiteness in the classroom. Brock University, Faculty of Education, 2004.

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Book chapters on the topic "EFL classroom"

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Bouchard, Jeremie. "Exploring the Japanese EFL Classroom." In Ideology, Agency, and Intercultural Communicative Competence. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3926-3_1.

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Nicaise, Eric. "Setting the EFL classroom scene." In Native and Non-Native Teacher Talk in the EFL Classroom. Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-1.

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Hou, Yen-ju. "Integration of Kahoot into EFL Classroom." In HCI International 2018 – Posters' Extended Abstracts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92285-0_5.

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Üstünel, Eda. "Introduction to Some of the Terminology." In EFL Classroom Code-Switching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2_1.

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Üstünel, Eda. "Foreign Language Classroom Code-Switching: An Overview (Issues, Theories, and Frameworks)." In EFL Classroom Code-Switching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2_2.

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Üstünel, Eda. "Code-Switching Studies of L2 Classrooms (Methodological Background of Code-Switching Studies of Foreign Language Classrooms)." In EFL Classroom Code-Switching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2_3.

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Üstünel, Eda. "Current Debates in Classroom Code-Switching." In EFL Classroom Code-Switching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2_4.

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Üstünel, Eda. "Conclusion." In EFL Classroom Code-Switching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55844-2_5.

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Tohei, Akihiko Andrew. "Flipping EFL Classes for Future Teachers." In Innovations in Flipping the Language Classroom. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6968-0_8.

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Nicaise, Eric. "Towards CONNEcTing EFL teachers." In Native and Non-Native Teacher Talk in the EFL Classroom. Routledge, 2020. http://dx.doi.org/10.4324/9780429263026-8.

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Conference papers on the topic "EFL classroom"

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Noccetti, Sabrina. "TEACHING EFL VOCABULARY IN THE CLIL CLASSROOM." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0693.

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Petraru, Ana-Magdalena. "PHILOSOPHICAL PSYCHOTHERAPY AND COUNSELING IN THE MEDICAL ENGLISH CLASSROOM." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s06/36.

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The teacher of English as a foreign/ second language (EFL, ESL), in general and the one for specific purposes (ESP), in particular needs to bring specialty knowledge to the classroom to adjust to the requirements of the students� specialism. Alongside comes the (cap)ability to pass on language skills to learners and sensitize them in matters of intercultural communication. In this sense, Medical English classes (mainly addressed to students in General Medicine but also fitting Nursing and Nutrition ones) could particularly benefit from practical philosophy. Therefore, we draw on Lou Marinoff�s
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Valente, Federico, and Francesco Spilabotte. "TESOL: CAN DOGME ELT LEAD ITALIAN HIGH SCHOOL STUDENTS TO DEVELOP SPEAKING SKILLS AND FLUENCY IN EFL LEARNING?" In 11th SWS International Scientific Conferences on ART and HUMANITIES - ISCAH 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscah.2024/s11.29.

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The purpose of this paper is to discover whether Dogme ELT can efficiently lead Italian high school EFL students to develop oral fluency within the classroom, in particular if this approach is valid for General English (GE) adult intermediate classes in Italian private and state institutions. The stimulus for this research comes from the reading of academic articles on effective strategies in order to develop speaking skills and fluency in EFL learning which have been analyzed before undertaking this study in order to have a broader view of this topic. The literature review describes in detail
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Binh, Nguyen Giang, and Vo Ngoc Bao Chau. "The Investigation on Recent Applications of Artificial Intelligence in Second Language Acquisition." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.22.

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AI technology is not a new concept in the field of SLA and EFL. However, with the booming of technology development, AI technology has achieved many improvements in many aspects. The research is conducted with the goal of revealing the recent milestone of applying AI technology in activities for improving students’ SLA process in EFL classrooms. Moreover, through the gathered data from previous, the researcher wants to identify the recent and future development trends of AI technology in the SLA support process with the hope that this information will contribute to the improvement of EFL class
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Luardini, Maria, and Erna Sujiyani. "Introducing Ecolinguistics in EFL Classroom." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.70.

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Fahriany, Fahriany, and Fahri Haswani. "Professional Teacher for EFL Classroom." In International Conference on Education in Muslim Society (ICEMS 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.23.

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MAROSI, Renáta. "FAIRY TALES IN THE EFL CLASSROOM." In 12th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2020. http://dx.doi.org/10.36007/3730.2020.111.

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Pipuš, Darja. "Introducing Vocabulary in the EFL Classroom." In 3rd International Academic Conference on Teaching, Learning and Education. GLOBALKS, 2021. http://dx.doi.org/10.33422/3rd.tleconf.2021.07.150.

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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.

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The article deals with code switching as a teachers' strategy at EFL lessons. The analysis of foreign colleagues' experience is given, enabling to classify the instances of code switching at EFL lessons into three groups: curriculum access, classroom management, interpersonal relations. The deliberate and judicious use of the strategy at EFL university classroom is proved to promote foreign language learning. The need for investigating code switching as a possible positive strategy of foreign language teaching in the multinational student groups is concluded.
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Pranoto, Yohanes Heri, and Lisnani. "Digitized Local Folklores in EFL Reading Classroom." In Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200115.001.

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Reports on the topic "EFL classroom"

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Pabón Méndez, Mónica Rocío, Silvia Andrea Tarazona Ariza, Alfredo Duarte Fletcher, and Nelly Johana Álvarez Idarraga. English Vowel Sounds: A Practical Guide for the EFL Classroom. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcgp.78.

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This guide was created as a response to the needs of the English phonetics and phonology class of the undergraduate Teaching Program of the Faculty of Education at Universidad Cooperativa de Colombia, where the English language is approached in a more technical, professional, and theoretical way that implicitly leads to an active and meaningful practice in the classroom with simple exercises but challenging enough for the initial level of the students. The guide gives priority to the vowel sounds of English since they are different from those in the Students’ Spanish linguistic inventory, thus
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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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Wasanasomsithi, Punchalee. An investigation into language learners' use of and attitudes toward a self-access learning center : paving the path to learner autonomy. Chulalongkorn University, 2004. https://doi.org/10.58837/chula.res.2004.103.

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Abstract:
Previous research has shown that classroom-based language learning alone may not be sufficient to lead learners to mastery of the target language. For this reason, language learner's self-directed learning or independent language learning, both in the Self-Access Learning Center (SALC) and in authentic situations outside classes, has become an essential component of English language learning, both in the ESL and EFL contexts. The main objective of this research was to investigate the use of a self-access language learning center by 515 Chulalongkorn University students who were required to ear
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Sacklin, Jennifer. Identity and Investment in the Community ESL Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2323.

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Neuharth, Jay. Empowering ESL Students for Out of Classroom Learning. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6785.

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Elabdali, Rima. Wiki-based Collaborative Creative Writing in the ESL Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5269.

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Roberts, Steven. The Mediation of U.S. American Culture in the ESL Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6670.

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Fitzpatrick, Kelley. The Use of Global Issues in A University ESL Classroom: The Students' Perspective. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6620.

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Taylor-Henry, Amy. Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5488.

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Mann, Lisa. The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6961.

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