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Relevant bibliographies by topics / English language – Study and teaching – Brunei

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Academic literature on the topic 'English language – Study and teaching – Brunei'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "English language – Study and teaching – Brunei"

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Waterworth, Peter. "Teaching English in ASEAN: The voices of English teachers in ASEAN nations." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 154. http://dx.doi.org/10.17509/ijal.v5i2.1340.

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The effective teaching of the English language is regarded as an essential element in the creation of a culturally vibrant, economically sound and socially stable ASEAN community. The ASEAN region is populated by a culturally diverse collection of peoples with very different and complex linguistic histories, some of which included a strong English component. This paper examines the opinions and understandings of teachers of English in eight of the ten ASEAN nations. It arose out of a research study of English teaching in ASEAN being conducted jointly by Universitas Pendidikan Indonesia and CfBT Brunei. Although the teachers differed in their levels of competence in English and in their experience of local, national and international culture, they shared a remarkably similar story in attempting to provide the best instruction they possibly could to their students. As non-native speakers of English, they shared the responsibility of representing not only the English language but also the culture of first language English speakers to their non-native speaking students. The conflicts and tensions of their roles were identified and examined. The study concluded that teachers need support in their intercultural role as well as in their pedagogical responsibilities. Teachers reported that their students had little knowledge or appreciation of the ASEAN community or of the importance of their own capacity to speak English in it.

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Martin, Peter, and Kamsiah Abdullah. "English Language Teaching in Brunei Darussalam: Continuity and Change." Asia Pacific Journal of Education 22, no. 2 (January 2002): 23–34. http://dx.doi.org/10.1080/0218879020220204.

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Sharbawi, Salbrina, and David Deterding. "Rhoticity in Brunei English." English World-Wide 31, no. 2 (May 21, 2010): 121–37. http://dx.doi.org/10.1075/eww.31.2.01sha.

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We might expect Brunei English to be non-rhotic, as the Englishes of both Singapore and Malaysia are non-rhotic and Brunei has strong ethnic, historical, economic and cultural ties with those two countries. The current study compares the R-colouring of read data from female undergraduates in Brunei and Singapore, and it finds that the Brunei data is substantially more rhotic than that of Singapore. It is suggested that this is for two reasons: the main indigenous language of Brunei is Brunei Malay, which is rhotic; and Brunei English is at an earlier stage of development than Singapore English and so it is more susceptible to outside influences, particularly from American media.

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Barry, Clayton. "English Language Teaching in Brunei: A View Through a Critical Lens." RELC Journal 42, no. 2 (June 30, 2011): 203–20. http://dx.doi.org/10.1177/0033688211401255.

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Pakir, Anne. "Issues in Second Language Curriculum Development: Singapore, Malaysia, Brunei." Annual Review of Applied Linguistics 13 (March 1992): 3–23. http://dx.doi.org/10.1017/s0267190500002361.

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This paper summarizes current theoretical and practical issues of second language learning and teaching in the national curricula of three countries—Singapore, Malaysia, and Brunei Darussalam. One unifying feature of these three countries in ASEAN (the Association of Southeast Asian Nations) is the fact that they are multilingual communities with a vast range of complex linguistic and cultural traditions. A second is that they represent parallel cases of countries in which English has played an internal role historically. A third is that these countries all have Malay as the national language (albeit, in Singapore, with a large Chinese majority and with English as an important working language—Malay is not as widely used). A fourth is that bilingualism is a language policy, whether publicly advocated or implicitly sanctioned.

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Goode, Claire. "English language in Brunei: Use, policy, and status in education – A review." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 1 (May 30, 2020): 21–46. http://dx.doi.org/10.25170/ijelt.v15i1.1411.

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This paper explores the literature on the status of the English language in Negara Brunei Darussalam, particularly in education. The review encompasses a total of 103 sources, including 44 journal articles, 27 book chapters, 15 books, and 17 other items (institution/organisation websites and reports, government documents, newspaper articles, and conference presentations), published between 1985 and 2020, with at least 70 sources published in the last decade. The author summarises findings from research in key areas in the Bruneian context including bilingual education, linguistic diversity, the status of English, educational policies, educational divides, and challenges to the student experience, particularly in higher education in the bilingual setting. The author found that: i) while there are concerns over the impact of English on the Malay language and on indigenous languages in the Sultanate, and apprehension around an educational divide, the majority of attitudes appear to be very positive about the use of English in Brunei, including in education; ii) the bilingual education policy has evolved over time, and now places an emphasis on English as a key competency for the 21st century; iii) the student experience in the bilingual context is a particularly under-researched area. Staff working in tertiary education can always benefit from further insights into different aspects of learning, teaching, and content delivery, which may be applicable in many settings. The paper concludes with recommendations for further research in Brunei.

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Watkins, David, and Jim Murphy. "Modifying the Study Process Questionnaire for Students Learning English as a Second Language: Comparisons of Reliability and Factor Structure." Psychological Reports 74, no. 3 (June 1994): 1023–26. http://dx.doi.org/10.2466/pr0.1994.74.3.1023.

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The original English version, a simplified English as a Second Language (ESL) version, and a Malay translation of the Study Process Questionnaire were administered to 192, 257, and 75 students, respectively, from the University of Brunei Darussalam. The ESL version showed the highest coefficients of internal consistency reliability for the scales, followed by the English and Malay versions. Similar factor structures were found for responses to all three versions. The ESL version may be preferable for administration to students for whom English is the medium of instruction but not their first language. The motive and strategy model of learning proposed by J. B. Biggs in 1987 and 1993 seems appropriate for Brunei students.

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Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.

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Goh, Rachel, and Yanping Fang. "Improving English language teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 2 (April 10, 2017): 135–50. http://dx.doi.org/10.1108/ijlls-11-2015-0037.

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Purpose The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study discussions were open coded for the content of teacher discourse and the sources of influences on the teachers’ reasoning and action. Findings The findings indicate that each stage of the lesson process engaged teachers’ deliberative discourse differently and constituted their building a common inquiry stance into the problem of student learning in reading and writing, moving away from a lesson-based view to embracing a curriculum-based deliberation, and challenging their shared assumptions and enabling their learning to adopt the students’ lens in improving the research lesson. Originality/value This study provides an illustrative case on how teachers’ talk about work practices in lesson study mediated teacher learning in a group context. The study established the importance of an interconnected view of teacher interaction in lesson study that factored in the consideration of the influences at the teachers’ level and at the school’s level that enabled and/ or impeded a broader consideration of practice and richer conditions for the mentoring of novice teachers in the team.

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Sadat-Tehrani, Nima. "Teaching English Stress: A Case Study." TESOL Journal 8, no. 4 (September 19, 2017): 943–68. http://dx.doi.org/10.1002/tesj.332.

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Dissertations / Theses on the topic "English language – Study and teaching – Brunei"

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Ong, Shirley Chee Siew. "The effect of incorporating a contrastive teaching approach on the learning of English in Brunei." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708530.

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Guan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.

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Hersey, Stewart Matthew. "From Dewey to Bruner : overcoming structural deficiencies in Japan's English language conversation programs for high school students :." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69561.

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This thesis examines several possible contributions and limitations of John Dewey's Progressive educational theory towards creating an effective program for improving the teaching of oral English courses in Japanese high schools.
In particular, the study attempts a critical examination of Dewey's theory of Instrumentalism as a standpoint from which it continues to contribute to the retrogressive state of contemporary Japanese pedagogical orientation. In so doing, the thesis attempts to elicit, find speculative guidance in, and occasionally utilize in the clarification process, critical evaluations of Japan's university entrance examination system.
The aspects of Dewey's theory which are considered as conducive to the above goal are: his approach to the relationship between educator and student, teaching techniques, and his research in the realm of education as it applies to meeting the needs of society. It is put forth that although Dewey's ideology in these areas has actually contributed to pedagogical dilemma which may impede the compulsory teaching of English conversation in Japanese high schools, such a contribution must be considered en route to reaching an accurate solution.
It is contended that the cognitive-linguistic theory of Jerome Bruner is required as a viewpoint which serves to supplement, ameliorate and to assimilate Dewey's proposals in order to clearly elaborate a method by which Japanese adolescents may fluently express their hopes for participating in global ecology.

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Nie, Junshan. "Teaching English as a second language, a phenomenological study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ54677.pdf.

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Wong, Hoi-yee Grace. "Teaching of writing : a study of the effects of the teaching of rhetorical information structure on the organization of the writing of Form 4 and Form 7 students /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836882.

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Weeden, Scott R. Hesse Douglas Dean. "Teaching discipline-specific academic writing a qualitative study of four semesters /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835922.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 7, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Dana Harrington. Includes bibliographical references (leaves 179-183) and abstract. Also available in print.

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Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.
Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).

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AlKhars, Dalal Ali Mohammed Ali. "Creativity in English language teaching in Kuwait : a TESOL study." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13928.

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The aim of this study is to investigate English language teachers’ understanding of creativity in the context of primary education in Kuwait. The meaning of creativity, and the factors that support or suppress it, are investigated from the point of view of female English language teachers in the primary stage in Kuwait. Most research in the fields of both TESOL and creativity in education has been undertaken in the West, some in the East, but very little in the Middle East (Craft, 2001a) in a context similar to that of Kuwait. In the context of Kuwait, creativity is called for in policy, but there is a lack of research and clarification as to what creativity means to English language teachers in their own context. The main approach to data collection and analysis was grounded theory. In the first stage of data collection, fifteen in-depth interviews and ten non-participant observations were carried out, to provide both breadth of research and depth of understanding. In the second stage, to enlarge the data, a survey (of seventy-five participants) was designed based on the findings of the first stage of data collection and analysis, as well as on the findings of previous literature. The participants were female TESOL teachers and senior teachers in primary schools in Kuwait. Findings from interviews, observations and questionnaires were consistent in many ways regarding the meaning of creativity in TESOL in the context of the study. All three methods of data collection revealed that creativity was perceived as a multi-faceted concept. The creative English language teacher was viewed as confident and self-directed. Using new and successful teaching material and methods, establishing good relationships with learners and being able to meet their needs in English language were associated with creative English language teaching. However, some findings emerged from certain data collection methods but not others. For example, the salience of clarity and freedom (autonomy) emerged from the interviews but not from the observations or questionnaire. All three methods showed similar supporting and suppressing factors for creativity. Supporting factors were both internal and external, notably the availability of teaching material (resources) and self-motivation. Suppressing factors were the lack of teaching aids and a negative school environment. The current study contributes to knowledge by expanding the understanding of two areas of research which are TESOL and creativity within the context of Kuwait, focusing on the voice of the primary stage teacher. The current study agrees with previous studies that creativity is associated with newness and value (Cheng and Yeh, 2006; Forrester & Hui, 2007) and the current study explained that newness and value are relative. The current research suggests that TESOL teachers can be creative in one or many aspects (Rietzschel et al., 2009). The current study agrees with previous studies that creativity is context related because there are creativity elements which are unique to the cultural context (Craft, 2001a; Grigorenko & Tan, 2008), but at the same time the current study proposes that creativity can be universal in some ways because of some common findings of studies from different contexts. Other contributions to knowledge points are clarity and freedom and their relation to creativity in TESOL. Clarity is not mentioned much in the literature, but can be linked to knowledge (Sternberg & Lubart, 1991). Freedom can also be related to autonomy and creativity (Sternberg, 2006b). The current research views that the process, product, person and place of creativity in TESOL are interrelated (Wallace, 1926; Fryer, 1996; Runco, 1997; Craft, 2001; Rhodes, 1961). Unlike previous studies, the current research into creativity in TESOL was not associated with artistic language, literature (Mok et al., 2006), or errors and violating language rules (Tin et al., 2010; Brown, 2001). The current findings are also different from the literature in that creativity was not linked to imagination (Beetlestone, 1998; Craft, 2000; Craft, Jeffrey & Leibling, 2001; Fryers, 1996; Egan et al., 1988; Craft, 2002, 2003a) or aesthetics (Craft, 2001a). On the other hand, creativity in TESOL is linked to personal traits including confidence, which agrees with the literature (NACCCE, 1999; Craft, Jeffrey, & Leibling 2001; Burnard et al., 2006; Craft, 2002; Craft, 2001b; Claxton et al., 2006; Fryer, 1996). The current study suggests more detailed the written preparation notes of the participants the less confident participants seemed to be. This can be related to the negative effect of evaluation on creativity (Sternberg, 2006b). The literature associated intrinsic motivational factors with creativity (Jones & Wyse, 2004, Sternberg, 2006b), but the current study shows that extrinsic as well as intrinsic motivational factors support creativity in TESOL. The current study suggests belonging to field and workplace is a supporting factor for creativity. This can be related to collaboration which is suggested in previous studies (Craft et al., 2008; John-Steiner, 2000; Miell & Littleton). The literature suggests that creativity flourishes in collaboration; however some of the current research participants prefer to work individually, while others prefer to work collaboratively to be more creative. Teaching material is an important tangible side to the creativity of TESOL (Cheng & Yeh, 2006), and relationships are also linked to improving TESOL creativity according the current research. Implications for teachers’ reflection, teachers’ education and training courses as well as better communication with the teacher for teaching material design and a better school working environments are some of the recommendations of the current research. Future research can benefit from the findings and the recommendations of the current research.

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Yu, Siu-hung, and 余小紅. "The teaching of English: a sociological perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31958400.

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Irvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.

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Language teacher cognition research originated from teacher cognition studies in general education. It is a well-established domain of research concerned with what teachers think, know and believe and the relationship of these mental constructs to their classroom practice. Although research in the field of language teaching cognition has proliferated in the last 10 years, particularly in the teaching of grammar, there are very few studies on the teaching of reading in English as a Foreign Language (EFL) and no specific studies which relate to the teaching of advanced level reading to adults in preparation classes for a high stakes international examination. The present study aims to fill the gap in our understanding of the teaching of reading by examining the cognitions and practice of four experienced teachers of English working in a non-profit language teaching centre in Greece. The research framework for this study in language teacher cognition is an exploratory interpretative paradigm. The research design is naturalistic rather than experimental and concerned with understanding the teachers' knowledge base and how this knowledge has been shaped. Central to the interpretative nature of this study are the combined qualitative methods of classroom observation, individual teacher interviews and a scenario-based group discussion including all four teachers. The combination of methods is aimed at enhancing the ecological validity of the study, and an attempt to relate teacher thinking to real teaching situations. The findings suggest that the four 'teachers in this study mostly shared similar practices in the organization of their instruction, explicit instruction of reading strategies and mode of delivery and that there were very few inconsistencies between their beliefs and practice. The findings also indicated that teachers' cognitions and practice are informed by undergraduate studies in general, professional coursework in teaching as well as accumulated Classroom experience, particularly in teaching examination preparation classes. These results have strong implications for pre-service and in-service teacher education courses and seminars in EFL.

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Books on the topic "English language – Study and teaching – Brunei"

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Larking, Lewis. Research in primary schools in Brunei Darussalam, 1993. [Brunei: s.n., 1995.

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Teaching the English language. 2nd ed. Springfield, Ill: C.C. Thomas, 2000.

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Teaching the English language. Springfield, Ill., U.S.A: C.C. Thomas, 1988.

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Phillipson, Robert Henry Lawrence. English language teaching and imperialism. Sweden: Transcultura, 1990.

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Starting English teaching. London: Routledge, 1992.

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Exploring English language teaching: Language in action. London: Routledge, 2011.

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Kitao, S. Kathleen. Fundamentals of English language teaching. Tokyo: Eichosha Co., 1999.

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Essentials of English language teaching. London: Longman, 1993.

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Vásquez, Anete. Teaching language arts to English language learners. New York: Routledge, 2010.

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L, Hansen Angela, and Smith Philip C, eds. Teaching language arts to English language learners. Abingdon, Oxon, England: Routledge, 2010.

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Book chapters on the topic "English language – Study and teaching – Brunei"

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Peercy, Megan Madigan, and Judy Sharkey. "Self-Study and English Language Teaching." In Springer International Handbooks of Education, 1–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1710-1_28-1.

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Peercy, Megan Madigan, and Judy Sharkey. "Self-Study and English Language Teaching." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 823–68. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_28.

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Knowles, Gerry. "Using Corpora for the Diachronic Study of English." In Teaching and Language Corpora, 195–210. except Chapter 2 Corpus Evidcncc in Language Description © John M, Sindair: Routledge, 2014. http://dx.doi.org/10.4324/9781315842677-17.

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Grammatosi, Fotini, and Nigel Harwood. "An Experienced Teacher’s Use of the Textbook on an Academic English Course: A Case Study." In English Language Teaching Textbooks, 178–204. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137276285_6.

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Phan, Ngan Le Hai. "The study." In The Place of English as an International Language in English Language Teaching, 67–81. New York : Routledge, 2020. | Series: Routledge advances in teaching English as an international language series: Routledge, 2020. http://dx.doi.org/10.4324/9780429460180-5.

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Gaszewski, Jerzy. "Governed Prepositions in English: A Corpus-Based Study." In Second Language Learning and Teaching, 117–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20083-0_9.

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Podhajecka, Mirosława. "“English Self-Taught”: Self-Study Guides for Polish Learners of English (1860–1945)." In Second Language Learning and Teaching, 315–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35305-5_18.

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Martinez, Magdalena. "CASE STUDY: Nevada's English Language Learner Strategy." In The Wiley Handbook of Teaching and Learning, 301–20. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118955901.ch12.

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Wężyk, Agata. "Metaphors of Pride in Polish and English—A Corpus-Based Study." In Second Language Learning and Teaching, 103–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04981-2_8.

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Święciński, Radosław. "An EMA Study of Articulatory Settings in Polish Speakers of English." In Second Language Learning and Teaching, 73–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_6.

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Conference papers on the topic "English language – Study and teaching – Brunei"

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Mandasari, Berlinda. "Role Playing Activity in English for Business Class for Non-English Study Program." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.10.

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Dewi, Finita, Nenden Lengkanawati, and Pupung Purnawarman. "Technology-Supported English Language Teaching Professional Development: A Case Study of a Secondary English Teacher’s TPACK." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214701230132.

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Ramadhani, Reski, Siti Nuraeni Muhtar, Anugrah Imani, and Yayan Carlian. "Word Ladder Game in Teaching Vocabulary: An Experimental Study in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216602570264.

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Murtaya, Taufiq Jati, and Pratomo Widodo. "Interpreter as the Discourse Analyst: A Case Study of Court Interpreting." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008219900850096.

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Asrul, Abdulhalim Daud, and Sunaidin Mulae. "Students' Attitude towards English Active Use of English Language Education Study Program and English Letters Study Program at Khairun University." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008898301300135.

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Sachmadi, Ida Farida, Lestari Manggong, and Lia Maulia Indrayani. "The English Reading Proficiency of Universitas Padjadjaran Undergraduates: A Case Study in Faculty of Cultural Sciences." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218303610366.

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Trisnawati, Meri, Sajidin, and Dian Ekawati. "EFL Teachers’ Implementation on using Their Lesson Plans: A Multiple Case Study at Secondary School Level in Indonesia." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221905670576.

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Fachrunnisa, Maryam, Nia Kurniawati, Sajidin, and Dian Ekawati. "Indonesian EFL Teachers Competence in Constructing Lots and Hots-based Test: A Case Study in an Indonesian Secondary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220404680476.

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Rahman, Faisal Abdul, Erni Haryanti Kahfi, and R. Nadia R.-P. Dalimunthe. "Exploring the Implementation of Teacher’s Corrective Feedback on Students’ Pronunciation: A Case Study in an Indonesian Public High School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220804770485.

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Kurniawati, Dyah, and Karina Eka Puspita. "Reading Strategies on EFL Students of English Education Study Program." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.23.

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