Relevant bibliographies by topics / English teachers – Training of – Ethiopia

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

Academic literature on the topic 'English teachers – Training of – Ethiopia'

Author: Grafiati
Published: 27 June 2021
Last updated: 29 July 2025

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Journal articles on the topic "English teachers – Training of – Ethiopia"

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Desta, Minwuyelet Andualem. "An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (2020): 97. http://dx.doi.org/10.21093/ijeltal.v5i1.608.

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The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Inter
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Desalegn Youpo Ukute, Tesfaye Buche Bosha. "Oral Communication Difficulties Student-Teachers Face during their Practice of Teaching English at Arba Minch Teachers’ Training College: Ethiopia." International Journal of Current Research and Academic Review 7, no. 4 (2019): 52–59. http://dx.doi.org/10.20546/ijcrar.2019.704.007.

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This research reports a case study of English majoring student-teachers’ oral communication difficulties at Arba Minch College of Teacher Education during their fourth round teaching practice. The overall aim of the study was to investigate the difficulties that English majoring student-teachers face in their oral communication in the teaching of English during their final teaching practice. To do this, the study employed qualitative and quantitative methods. Interview, questionnaire, classroom observation and focus group discussion were used to gather relevant data from student-teachers, stud
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Abraham, Mihireteab, Zeleke Arficho, and Tesfaye Habtemariam. "Effects of Training in ICT-Assisted English Language Teaching on Secondary School English Language Teachers’ Knowledge, Skills, and Practice of Using ICT Tools for Teaching English." Education Research International 2022 (May 16, 2022): 1–10. http://dx.doi.org/10.1155/2022/6233407.

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This quasiexperimental study was conducted in order to see the impact of training in Information Communication Technology- (ICT-) assisted English language teaching on secondary school English language teachers’ knowledge, skills, and practice of using ICT tools for teaching English. To this end, a one group within-subject quasi-experimental design was applied. The study included 20 teachers from Hawassa City Administration in Sidama Regional State of Ethiopia using availability sampling. Repeated measures data were obtained using tests and questionnaires and analyzed quantitatively by using S
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Tamene, Eyasu Hailu, and Arega Temesgen Desalegn. "TEACHERS’ ATTITUDES TOWARDS CODE-SWITCHING IN ETHIOPIAN EFL CLASSROOMS." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (2022): 555–71. http://dx.doi.org/10.24071/llt.v25i2.4954.

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Code-switching or the use of L1 in teaching English is a pervasive and inevitable phenomenon in Ethiopia where teachers and students who own the same first language. Nevertheless, researches carried out on the teachers’ attitudes to pedagogical code-switching in Ethiopian context are scarce. This study, therefore, was designed to explore the attitudes of EFL teachers towards code-switching and seek their views on why code-switching should be used in English classrooms. This study employed a qualitative case study design where data were gathered through semi-structured interviews with five Engl
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Haile, Samson Bekele, Abiy Yigzaw Filate, and Anegagregn Gashaw Ferede. "An Exploration of Secondary School English Language Teachers Reflective Teaching Practices, Techniques and Challenges." International Journal of Multicultural and Multireligious Understanding 11, no. 11 (2024): 479. http://dx.doi.org/10.18415/ijmmu.v11i11.6306.

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The purpose of this study was to explore secondary school English language teachers’ reflective teaching practices, techniques, and challenges in Bishoftu Town, Oromia Regional State, Ethiopia. A descriptive cross-sectional case study using mixed research methods (quantitative and qualitative) is the design of this study. Primary data were collected from 43 English teachers and 6 English department heads, selected through comprehensive and purposive sampling, respectively. Data collection methods included questionnaires and semi-structured interviews. Quantitative data were analyzed using SPSS
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Melka, Yirmalem Gilma, and Italo Beriso. "EFL TEACHERS SELF-REPORTED DIFFERENTIATED INSTRUCTIONAL PRACTICES AT KEFTEGNA 23 SECONDARY SCHOOL, ETHIOPIA." TELL-US JOURNAL 8, no. 3 (2022): 58–77. http://dx.doi.org/10.22202/tus.2022.v8i3.6337.

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The purpose of this study was to explore selected high school English teachers self-reported differentiated instructional practices that haven’t been addressed in the Ethiopian EFL context. To achieve this purpose, data was collected using questionnaire for EFL teachers and semi-structured interview students. The selected EFL teachers filled the questionnaire based on their willingness and the students were randomly selected from two sections and interviewed to cross-check the data obtained from their EFL teachers. The students were interviewed in Amharic and transcribed in to English and the
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Gedamu, Abate Demissie. "English Language Teachers’ Level of Instructional Behavior at Selected Secondary Schools." Ethiopian Journal of Business and Social Science 6, no. 1 (2024): 1–14. http://dx.doi.org/10.59122/144f59mt.

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This study aimed to examine the level of instructional control among English language teachers in selected secondary schools in Gamo Zone, Ethiopia. The study adopted an analytical survey research design to address the study objective. A census was used to select 62 English language teachers as participants. A validated five-point Likert scale questionnaire was employed to collect quantitative data. Statistical analyses, including one-way analysis of variance (ANOVA) and Games-Howell post hoc analysis, were conducted to determine the level of instructional control among teachers. Additionally,
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Legesse, Ayele, and Tamene Kitila. "The effect of CAR on English language teachers’ beliefs about action research." Journal of Research on English and Language Learning (J-REaLL) 5, no. 1 (2024): 55–74. http://dx.doi.org/10.33474/j-reall.v5i1.21431.

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This study examined the effect of collaborative action research (CAR) on secondary school English language teachers' beliefs about and perceived competency in conducting action research. A quasi-experimental design with pre- and post-test measures within a single group was employed. The intervention involved a one-day training workshop followed by 15 months of active CAR engagement. Data were collected via questionnaires from 37 English language teachers (21 in the experimental group and 16 in the control group) at two secondary schools in Mettu town, Ethiopia. The results revealed a positive
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Tedeneke, Abebaw. "Exploring the practices and contextual factors in teaching writing skills in EFL classrooms: a case study." Ethiopian Renaissance Journal of Social Sciences and Humanities 9, no. 2 (2023): 83–101. http://dx.doi.org/10.4314/erjssh.v9i2.6.

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This study explored four experienced teachers’ practices and challenges in teaching writing in English as a foreign language (EFL) in a secondary school in Ethiopia. While a single secondary school was selected based on a convenient sampling technique, four EFL teachers were selected using a purposive sampling technique. The data were collected using classroom observations, stimulated recall interviews, and course document analysis and were analyzed thematically. The findings of the study revealed that the teachers employed a product-oriented approach with a focus on rhetorical features and pa
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Yisihak, Endrias, and Abebe Damtew. "Ethiopian Early Grade English Teachers’ Preparedness to Teach Basic Reading Skills." Education Research International 2024 (May 8, 2024): 1–14. http://dx.doi.org/10.1155/2024/5596229.

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Ethiopian children in early grades were found to be significantly nonreaders after 2–3 years of schooling regardless of linguistic variation. This is mainly attributed to the way children are taught basic literacy skills, which is attributed to teacher preparation and training. This research aimed to examine Ethiopian early grade teachers’ preparedness to teach basic reading skills. Five schools were randomly selected out of 44 public primary schools in the research site. Among 40 teachers of English in the selected schools, 32 teachers were willing to take knowledge assessment test and fill i
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Dissertations / Theses on the topic "English teachers – Training of – Ethiopia"

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Koc, Serdar Engin. "English Language Teachers." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.

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The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo<br>Certificate for Teaching English&rdquo<br>(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo<br>perceived t
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Eret, Esra. "Prospective English Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609632/index.pdf.

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ABSTRACT PROSPECTIVE ENGLISH TEACHERS&rsquo<br>VIEWS ON THE PHYSICAL ENVIRONMENT, HUMAN RESOURCES, AND PROGRAM OF THEIR DEPARTMENTS ERET, Esra M.S., Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Ahmet OK June 2008, 137 Pages The purpose of the present study is to investigate the prospective English teachers&rsquo<br>views on the physical environment, human resources, and program of their departments. Participants of the study were 278 fourth year prospective English teachers (senior students) from three public universities in Ankara. A fifty-six-item questionnaire
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Ma, Tian-min Maggie. "Teacher education curriculum and social transition : English teacher training in Shanghai /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20136705.

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Karakaya, Kadir. "An Investigation Of English Language Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612234/index.pdf.

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This study aimed at investigating the attitudes of English language teachers in Turkey toward computer technology and the extent to which they use technology in language instruction. The data were collected from a sample of English teachers working at public schools all throughout Turkey. In order to ensure triangulation and complementarity, mixed methods research was used combining both quantitative and qualitative research methods. A questionnaire and semi-structured, face-to-face interview were used in order to collect the data. Both descriptive and inferential statistics as well as content
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Wallis, Leonard James Michael. "Teachers of English as a foreign language : male native English speakers in Saudi Arabia." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273531.

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Straker, N. "The shortage of mathematics teachers in English secondary schools." Thesis, University of Newcastle Upon Tyne, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373489.

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Thomas, Keith Robert. "Men training to be secondary English teachers : a case study." Thesis, University of Hertfordshire, 2006. http://hdl.handle.net/2299/14315.

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This is a case study of seven men training to be secondary English teachers on a one year Postgraduate Certificate of Education (PGCE) in a. university department of education. Men training to be English teachers are worthy of investigation because men are in a minority both on PGCE secondary English courses and in English departments in schools in England. As more women than men teach English in secondary schools, initial training takes place in predominantly female English departments and school mentors are more likely to be female. Within this statistical context, this qualitative study att
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Crew, Vernon. "English language proficiency and attitudes towards the English language of Hong Kong Chinese student teachers." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241202.

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Maciel, Carla Maria Ataíde Hawkins Bruce Wayne Kalter Susan. "Bantu oral narratives in the training of EFL teachers in Mozambique." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390280981&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202917314&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.<br>Title from title page screen, viewed on February 13, 2008. Dissertation Committee: Bruce Hawkins, Susan Kalter (co-chairs), Kristin Dykstra. Includes bibliographical references (leaves 258-275) and abstract. Also available in print.
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McGowan, Jessica E. "Training and resource guide for beginning teachers of TESOL." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/452.

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Books on the topic "English teachers – Training of – Ethiopia"

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Hassen, Seife. A comparative evaluation of the Diploma and B.Ed English Language Teacher training at Kotebe College of Teacher Education in Ethiopia. typescript, 1996.

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Zewdie, Marew, Bridges David 1941-, British Council (Ethiopia), University of East Anglia, and Addis Ababa University, eds. Secondary teacher education in Ethiopia. British Council, 2000.

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Abebe, Workneh. Teacher training and development in Ethiopia: Improving education quality by developing teacher skills, attitudes and work conditions. Young Lives, 2013.

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Doff, Adrian. Teach English: A training course for teachers. Cambridge University Press in association with the British Council, 1988.

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Protherough, Robert. The making of English teachers. Open University Press, 1991.

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Doff, Adrian. Teach English: A training course for teachers : trainer's handbook. Cambridge University Press in association with the British Council, 1988.

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Doff, Adrian. Teach English: A training course for teachers : teacher's workbook. Cambridge University Press, in association with the British Council, 1988.

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1953-, O'Donoghue T. A., and Whitehead C, eds. Teacher education in the English-speaking world: Past, present, and future. Information Age Pub., 2008.

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Anne, Feunteun, ed. Teaching children English: A training course for teachers of English to children. Cambridge University Press, 1995.

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T, Wolfe Denny, NCTE Standing Committee on Teacher Preparation and Certification., and National Council of Teachers of English. Executive Committee., eds. Guidelines for the preparation of teachers of English language arts. National Council of Teachers of English, 1986.

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Book chapters on the topic "English teachers – Training of – Ethiopia"

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Chakrakodi, Ravinarayan. "Reflective Trainer Training Program: Experiences and Challenges." In Continuing Professional Development of English Language Teachers. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5069-8_5.

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Vu, Thi Thanh Nha. "Training English-Medium Teachers: Theoretical and Implementational Issues." In Higher Education in Market-Oriented Socialist Vietnam. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46912-2_15.

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Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_21.

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Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_21-1.

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Lazou, Chrysoula, Nikolaos Panagiotou, and Avgoustos Tsinakos. "Training Teachers in an Interdisciplinary Approach through EMI." In English Language Teacher Education in Changing Times. Routledge, 2023. http://dx.doi.org/10.4324/9781003295723-7.

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Lee, Seung-Min. "Training Young Learners in Meaning Negotiation Skills: Does it Help?" In Teachers Exploring Tasks in English Language Teaching. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230522961_10.

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Howard, Anne McLellan. "Bangladeshi English Language Teachers’ Use of Transnational Teacher Training." In Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64140-5_4.

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Lam, Ricky. "Assessment Training in the Use of Portfolios: Voices from Writing Teachers." In Assessing the English Language Writing of Chinese Learners of English. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92762-2_14.

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Hino, Nobuyuki. "6. Training Graduate Students in Japan to be EIL Teachers." In Preparing Teachers to Teach English as an International Language, edited by Aya Matsuda. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097036-008.

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Verma, Suchitra. "The significance of online training courses on the professional development of teachers." In Confronting Challenges in English Language Teacher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781032641355-18.

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Conference papers on the topic "English teachers – Training of – Ethiopia"

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Maeda, Koji. "DEVELOPMENT OF A TRAINING PROGRAM FOR ENGLISH TEACHERS IN JAPANESE ELEMENTARY SCHOOLS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1393.

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Gafurjanovich, Mukhammadiev. "Training Future English Teachers in the Context of Using Digital Technologies in Uzbekistan." In The International Conference on Humanities Education, Law, and Social Science. SCITEPRESS - Science and Technology Publications, 2024. https://doi.org/10.5220/0013451900004654.

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Tamayo-Preval, Dayannis, and Jessica Alejandra Ruiz-Ramirez. "The Self-Directed Learning of English Teachers at a Mexican Teaching Training College." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024847.

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Stoian, Andreea Mihaela. "Professional Development And Continuous Training Of English Teachers." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.210.

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Lukman, H. B. "Needs Analysis Training Basic English For Teachers At Primary School." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.23.

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Sun, Yu, and Tingting Gao. "Immersion Training of Pre-Service Primary School English Teachers’ Professional Competence." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.247.

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"Research on Status and Problems of Learning Community Construction of English Teachers." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71109.

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Kohnke, Lucas. "How GenAI impacts technostress among secondary school English teachers." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-17.

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Technostress among educators, exacerbated by the rapid integration of GenAI tools like ChatGPT, poses significant challenges. This qualitative study explores the perceptions and experiences of 14 secondary English teachers in Hong Kong regarding technostress induced by GenAI. Using reflective journals and semi-structured interviews, we identified themes of inadequate training, unrealistic expectations, and emotional impacts like anxiety and burnout. Our findings underscore the need for comprehensive training programs, transparent policies, and targeted support to mitigate technostress and faci
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Jintapitak, Manissaward, and Deng Meini. "Designing a Questionnaire for English Teachers, Morejoy Education, Chongqing, China to Figure out Teachers’ Need of Training." In 2019 Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering (ECTI DAMT-NCON). IEEE, 2019. http://dx.doi.org/10.1109/ecti-ncon.2019.8692307.

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Feng, Zhiming. "The Application of Classroom Simulation Exercises Teaching Method in English Pre - service Skill Training for English Teachers." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.139.

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Reports on the topic "English teachers – Training of – Ethiopia"

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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part b
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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Julia O. Rakusa, and Ekaterina O. Shmeltser. Informatics teacher's training for design of innovative learning aids. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3889.

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In accordance with its goal, the paper covers practical aspects and experience of Informatics teachers’ preparation for the design of innovative learning aids as one of the important components of the renewed model of teachers’ training. Theoretical background of the research includes holistic educational approach and functional basics of electronic didactic aids development. The specific example of such an experience (students’ project activity on the design of English multimedia tutorial for schoolchildren) is depicted in details. The prospects of further research are outlined.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion wa
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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Research Insights: Can Training and Coaching Teachers and the Provision of Structured Materials Improve Early Literacy among First-Grade Students? Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004606.

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AUTHORÁlvarez Marinelli, Horacio; Berlinski, Samuel; Busso, Matías; Martínez Correa, JuliánDATEDec 2022READ: English (4 downloads) View Online Download Spanish (5 downloads) View Online Download DOIhttp://dx.doi.org/10.18235/0004606A one-year teacher professional development program was effective at improving students literacy skills by the end of first grade (0.39 of a standard deviation in overall literacy proficiency). Literacy gains persisted through the second and third grades, even though teachers in those grades were not part of the program. Gains were homogeneous across students of dif
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure D
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Mridula, Kashpia Afroz, and Wahid bin Ahsan. Bridging the English Proficiency Gap: The Higher Education Challenges of Bangla-Medium Students in Bangladesh. Userhub, 2025. https://doi.org/10.58947/journal.svfz89.

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This study examines the challenges Bangla-medium students in Bangladesh face when transitioning to English-based higher education. Despite over a decade of English instruction, many struggle with comprehension, academic writing, and classroom engagement due to exam-oriented learning, ineffective pedagogy, and limited exposure to spoken English. Socioeconomic disparities further widen the language gap, restricting access to English-medium education and supplementary learning resources. Using a qualitative approach, semi-structured interviews with 15 students, teachers, and guardians explored th
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Acosta López, Juan Carlos. Unveiling hidden opportunities: a case study on the perception of affordances in informal english learning activities mediated by technology in a fl teacher-training program. Sello Editorial UNAD, 2023. http://dx.doi.org/10.22490/ecedu.8389.

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This qualitative single-case study explored the perceived affordances of informal activity systems mediated by online technologies for promoting English language learning among 115 FL teachers-in-training at UNAD. The study employed a word-based questionnaire administered to the entire sample, followed by small focus group interviews with 20 purposively selected participants, (Morgan &amp; Hoffman, 2018). The resulting data were analyzed using a dynamic and fluid 2-cycle coding procedure. The findings show that learners’ ability to per-ceive and engage with technological, social, metacognitive
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Kravtsov, Hennadiy M., та Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], 2018. http://dx.doi.org/10.31812/0564/2456.

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Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigat
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide
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