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Journal articles on the topic 'ESOL students'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Stewart, Timothy. "Debate for ESOL Students." TESOL Journal 12, no. 1 (2003): 9–15. http://dx.doi.org/10.1002/j.1949-3533.2003.tb00114.x.

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Abella, Rodolfo. "Notes: Achievement Tests and Elementary ESOL Exit Criteria: An Evaluation." Educational Evaluation and Policy Analysis 14, no. 2 (1992): 169–74. http://dx.doi.org/10.3102/01623737014002169.

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This evaluation examines the process through which the Dade County Public School’ limited English proficient (LEP) students are “exited” (i.e., classified as language proficient) from the English for Speakers of Other Languages (ESOL) Program. Five hundred LEP students participated in the evaluation. The results indicate that student who exit the ESOL program tend to perform successfully in regular classroom settings. Additionally, the Stanford Achievement Test discriminates between LEP and non-LEP student performance on language-related components of the test. Nevertheless, questions were rai

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Peyton, Joy Kreeft, Chuck Jones, Andrea Vincent, and Les Greenblatt. "Implementing Writing Workshop with ESOL Students: Visions and Realities." TESOL Quarterly 28, no. 3 (1994): 469. http://dx.doi.org/10.2307/3587304.

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Eubanks, Paula. "Students Who Don't Speak English: How Art Specialists Adapt Curriculum for ESOL Students." Art Education 55, no. 2 (2002): 40. http://dx.doi.org/10.2307/3193989.

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Delk, Cheryl, and Beth Hoger. "Combining ESOL and Business Communication Students in the U.S. Classroom." TESOL Journal 12, no. 2 (2003): 28–32. http://dx.doi.org/10.1002/j.1949-3533.2003.tb00127.x.

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Bippus, Sharon L., and Zohreh R. Eslami. "Adult ESOL Students and Service-Learning: Voices, Experiences, and Perspectives." TESOL Journal 4, no. 3 (2013): 587–97. http://dx.doi.org/10.1002/tesj.89.

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Mitchell, Kathleen. "A Social Tool: Why and How ESOL Students Use Facebook." CALICO Journal 29, no. 3 (2012): 471–93. http://dx.doi.org/10.11139/cj.29.3.471-493.

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Ginting, Siti Aisyah. "Shadowing Technique; Teaching Listening Skill to ESOL Learners in University." SALTeL Journal (Southeast Asia Language Teaching and Learning) 2, no. 2 (2019): 83–87. http://dx.doi.org/10.35307/saltel.v2i2.35.

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The purpose of this paper is to report the effect of Shadowing Technique on students’ listening skills achievement. Therefore, the experimental research was applied and the technique on collecting the data was administrating pre- and post- tests to the experiment and control groups, which consisted of 40 students in each group. Then, t-test was employed on analyzing the data. As a result, there was a significant difference between the mean of experimental and control groups (F = 8.92, p=. 003 < .05). Therefore, there was a significant effect of applying shadowing technique on students’ list

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Reed, Catherine Finlayson. "We Can Identify and Serve ESOL GATE Students: A Case Study." Gifted Child Today 30, no. 2 (2007): 16–22. http://dx.doi.org/10.4219/gct-2007-29.

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Liu, Dilin. "Plagiarism in ESOL students: is cultural conditioning truly the major culprit?" ELT Journal 59, no. 3 (2005): 234–41. http://dx.doi.org/10.1093/elt/cci043.

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Yerovi, Enrique Jesús Guambo, and Marcelo Eduardo Allauca Peñafiel. "Diagnóstico De Aprobación De La Certificación Internacional ESOL Examinations En La Modalidad Extensión Del Centro De Idiomas - ESPOCH." European Scientific Journal, ESJ 14, no. 2 (2018): 81. http://dx.doi.org/10.19044/esj.2018.v14n2p81.

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This paper focuses on diagnosing and determining the number of students who obtained the International Certification of ESOL Examinations of Cambridge University, which was formed in the Extension Modality of the Language Center. For this reason, this study was carried out based on the academic follow up of those students who passed or failed the 8 levels of English. This was done with a total of 680 hours, planned through the dimensions of a new curriculum, designed within the project titled “Strengthening of the Extension Modality in the Language Center at the Higher Polytechnic School of Ch

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Castellani, John, and Linda Tsantis. "Cross-Cultural Reactions to Using Computers in the Early Childhood Education Classroom." Contemporary Issues in Early Childhood 3, no. 2 (2002): 274–88. http://dx.doi.org/10.2304/ciec.2002.3.2.8.

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The purpose of this study was to explore teacher and student use of KIDWARE as an integrated element throughout a countywide summer enrichment program. In particular, the intent of this research study was to look specifically at how elementary school English as a Second Language (ESOL) teachers and students used the KIDWARE program. This study was conducted under the assumption that technology has the capacity to allow students to work in authentic environments and create meanings based on their understanding of the teaching and learning task, and that computer software constitutes a human art

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Kadi-Hanifi, Karima. "Using critical pedagogies from adult education to inspire and challenge higher education students." Learning and Teaching 2, no. 1 (2009): 80–103. http://dx.doi.org/10.3167/latiss.2009.020104.

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This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of 'elite' students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective

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Terruhn, Jessica, and Paul Spoonley. "Multilingual realities/monolingual ideologies: Connecting the dots between schools’ language practices and international student well-being." Transitions: Journal of Transient Migration 4, no. 2 (2020): 183–201. http://dx.doi.org/10.1386/tjtm_00021_1.

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The globalization of the knowledge economy and a concomitant increase in educational mobility have seen greater numbers of international students take up studies in Aotearoa/New Zealand’s education system. As a result of increased educational mobility, alongside other types of migration, ethno-cultural and linguistic diversity has become more common in New Zealand schools. This internationalization of Aotearoa/New Zealand’s education sector has been met with government policies and strategies to ensure the well-being of international students. In these strategies, well-being is indicated by ec

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Winer, Lise. "Teaching Classification and Organization Skills in ESOL Composition?" TESL Canada Journal 11, no. 2 (1994): 85. http://dx.doi.org/10.18806/tesl.v11i2.635.

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In organizing ESOL expository writing, students typically have difficulty with: 1) identifying and distinguishing the classifying criteria, sometimes mixing several categories at once; 2) identifying hierarchical categories in a superordinate/subordinate relation to each other; and 3) reclassifying the same content in different ways using different criteria or different hierarchies of categories. This paper relies on research in several areas-paradigmatic and syntagmatic responses in reading comprehension, formal schemata and reading comprehension, and Brunerian learning theory-to explore some

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Herrera, Luis Javier Pentón. "Action Research as a Tool for Professional Development in the K-12 ELT Classroom." TESL Canada Journal 35, no. 2 (2018): 128–39. http://dx.doi.org/10.18806/tesl.v35i2.1293.

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Professional development in the K-12 English language teaching (ELT) classroom is an evolving entity that focuses on meeting the needs of changing demographics and latest educational trends. As a result, many texts have been published with the intention of providing the necessary skills educators need for success in their classrooms and to instruct a highly heterogeneous English for Speakers of Other Languages (ESOL) student population. Nonetheless, many of these resources focus on specific scenarios and instructional approaches that may not be applicable for all ESOL teachers. In this Perspec

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Lew, Shim, Tugce Gul, and John L. Pecore. "ESOL pre-service teachers’ culturally and linguistically responsive teaching in mixed-reality simulations." Information and Learning Sciences 122, no. 1/2 (2021): 45–67. http://dx.doi.org/10.1108/ils-01-2020-0012.

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Purpose Simulation technology has been used as a viable alternative to provide a real life setting in teacher education. Applying mixed-reality classroom simulations to English for Speakers of Other Languages (ESOL) teacher preparation, this qualitative case study aims to examine how pre-service teachers (PSTs) practice culturally and linguistically responsive teaching to work with an English learner (EL) avatar and other avatar students. Design/methodology/approach Using an embedded single case study, three PSTs’ teaching simulations and interviews were collected and analyzed. Findings This s

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Dilshoda, Kulieva, Tojiboyev Muzaffar, Valijaniv Sherzod, Mirzayeva Zulxumor, and Rasulbek Ergashev. "How to develop the teaching system of english to esol teachers and students." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 2 (2020): 216. http://dx.doi.org/10.5958/2249-7137.2020.00035.x.

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Verkler, Karen W. "Teacher Educators as Students: A University Shares its Faculty ESOL Professional Development Model." Foreign Language Annals 36, no. 2 (2003): 208–22. http://dx.doi.org/10.1111/j.1944-9720.2003.tb01471.x.

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Pentón Herrera, Luis Javier, and Nicole Obregón. "Challenges facing Latinx ESOL students in the Trump era: Stories told through testimonios." Journal of Latinos and Education 19, no. 4 (2018): 383–91. http://dx.doi.org/10.1080/15348431.2018.1523793.

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Fradd, Sandra H., and Vivian I. Correa. "Hispanic Students at Risk: Do We Abdicate or Advocate?" Exceptional Children 56, no. 2 (1989): 105–10. http://dx.doi.org/10.1177/001440298905600202.

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With the rapid growth of Hispanic student populations in the United Stages comes a corresponding increase in the number of students who have limited English proficiency as well as disabilities. Specific educational interventions, such as programs of English for speakers of other languages (ESOL) and bilingual instruction, are needed to enable these students to enter the mainstream. The chief obstacles to bilingual special education are the paucity of personnel training programs that include cross-cultural communication, and a lack of awareness of the need for these services. Transdisciplinary

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Андреева, Ирина, and Irina Andreeva. "«Case analysis» Method as Applied to Higher School ESOL Teaching." Universities for Tourism and Service Association Bulletin 8, no. 1 (2014): 37–41. http://dx.doi.org/10.12737/2670.

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The article discusses the use of the «Case analysis» method in teaching students a foreign language at higher school. Acquainting the reader with the history and development of this method, the paper provides a detailed comparative analysis of the «Case analysis» and the method of problem analysis taking into consideration the experience of using it in the Russian higher education environment. The article presents the advantages and disadvantages of both methods when teaching a foreign language and provides an execution plan for working with foreign-language mater

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Medina-López-Portillo, Adriana. "Preparing TESOL Students for the ESOL Classroom: A Cross-Cultural Project in Intercultural Communication." TESOL Journal 5, no. 2 (2013): 330–52. http://dx.doi.org/10.1002/tesj.122.

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Stewart, Mary Amanda. "Writing With Power, Sharing Their Immigrant Stories: Adult ESOL Students Find Their Voices Through Writing." TESOL Journal 1, no. 2 (2010): 269–83. http://dx.doi.org/10.5054/tj.2010.222974.

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Ference, Ruth A., and Steven Bell. "A Cross-Cultural Immersion in the U.S.: Changing Preservice Teacher Attitudes Toward Latino ESOL Students." Equity & Excellence in Education 37, no. 4 (2004): 343–50. http://dx.doi.org/10.1080/10665680490518605.

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Coker, Crystal, and Florin Mihai. "Personality Traits and Second Language Acquisition: The Influence of the Enneagram on Adult ESOL Students." TESOL Journal 8, no. 2 (2016): 432–49. http://dx.doi.org/10.1002/tesj.281.

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Sturtevant, Elizabeth G., and Grace S. Kim. "Literacy Motivation and School/Non-School Literacies Among Students Enrolled in a Middle-School ESOL Program." Literacy Research and Instruction 49, no. 1 (2009): 68–85. http://dx.doi.org/10.1080/19388070802716907.

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Littlemore, Jeanette. "jALT2012 Plenary Speaker article: The role of metaphor and metonymy in EFL proficiency." Language Teacher 36, no. 4 (2012): 15. http://dx.doi.org/10.37546/jalttlt36.4-4.

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I report the findings from a Cambridge ESOL-funded research project (Cambridge ESOL Funded Research Programme Project number 17092010), which investigated how an ability to use metaphor and metonymy contributes to successful performance in the written component of Cambridge ESOL examinations. Learners are significantly more likely to do unusual things with metaphor at the First Certificate level. They do this in response to the very particular requirements of the examination. For these reasons, I argue that, at FCE level, it is important to adapt a tolerant attitude towards uses of language th

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Matulionienė, Jūratė, and Daiva Pundziuvienė. "The Potential of Blended ESOL Courses: Attitudes and Practices Among the UK Immigrants." Sustainable Multilingualism 10, no. 1 (2017): 122–35. http://dx.doi.org/10.1515/sm-2017-0006.

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Summary A considerable number of immigrants in the United Kingdom confront challenges as they acculturate into a new way of life, where language competence significantly influences their social, economic and cultural integration. Such immigrants are often at an educational and social disadvantage compared to the majority of population due to their different social and cultural backgrounds, prior educational experience and the lack of language competencies. The use of technologies for teaching / learning the host country language has been emphasized in European Strategy 2020 policy. Although le

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Foss, Rita G. "Sharing Teaching Ideas: Linear Equations: High School Algebra 1." Mathematics Teacher 96, no. 9 (2003): 654–56. http://dx.doi.org/10.5951/mt.96.9.0654.

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Teaching linear equations is an important part of algebra 1—and the topic involves so much information that students can become overwhelmed and frustrated with the sheer volume of notes, formulas, and other “stuff” to remember. Algebra 1 students, like students in any entry-level course, need help organizing notes, discriminating important information, and finding a way to remember formulas, calculator steps, and relationships. Teachers new to teaching entry-level courses frequently assume that special education students need more concrete learning experiences or that English Speakers of Other

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Kadwa, Mohammed Siddique, and Ayub Sheik. "A Critical Review of the Oxford Q-Skills Placement Test at a Saudi Arabian University." International Journal of Linguistics, Literature and Translation 4, no. 1 (2021): 198–209. http://dx.doi.org/10.32996/ijllt.2021.4.1.19.

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There is a genuine need to ascertain Saudi Arabian university entrants’ English language abilities upon admission. In order to accurately determine the English language levels of students, this study evaluates the Q-Skills Placement Test (QSPT) designed by Oxford University through the most recent evaluative model in English for Speakers of Other Languages (ESOL); the Cambridge VRIPQ (2013) model. The data used to evaluate the efficacy and predictive power of the QSPT is obtained through both quantitative and qualitative approaches. Quantitatively, the QSPT results are statistically analyzed,

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Jacqueline Leonard, Carolina Napp, and Shade Adeleke. "The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and Their ESOL Students." High School Journal 93, no. 1 (2009): 3–22. http://dx.doi.org/10.1353/hsj.0.0038.

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Rosa-Lugo, Linda I., Florin M. Mihai, and Joyce W. Nutta. "Preparation of Speech-Language Pathologists to Work With English Learners (ELs): Incorporating Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP) Competencies." Perspectives of the ASHA Special Interest Groups 2, no. 14 (2017): 103–21. http://dx.doi.org/10.1044/persp2.sig14.103.

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Speech-language pathologists (SLPs) are required to acquire critical knowledge, skills, and clinical experience to serve English learners (ELs) in school settings with disabilities in language, learning, and literacy. To provide students with appropriate academic and clinical preparation, three colleges at the University of Central Florida (Health & Public Affairs, Education and Human Performance, and Arts and Humanities) collaborated to create a new interdisciplinary specialization in school speech-language pathology. This specialization focused on English Speakers of Other Languages (ESO

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Brice, Alejandro, Cynthia Leung, and Brenda K. Gorman. "Vocabulary Skills of Spanish-English Speaking Elementary Students: A Pilot Study." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 22, no. 3 (2015): 102–11. http://dx.doi.org/10.1044/cds22.3.102.

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Introduction Bilingualism is the norm worldwide. Despite the fact that nearly one in five individuals (17.9%; U.S. Census Bureau, 2007) speaks another language other than English in the home, knowledge regarding the nature of bilingualism and school performance, particularly vocabulary skills in bilingual children, is still needed. Purpose This study investigated vocabulary skills of bilingual, Spanish-English speaking students enrolled in 3rd, 4th, and 5th grades. Methods Fifteen Spanish-English speaking students were administered English and Spanish receptive and expressive vocabulary measur

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Mclean, Indira, Marianne Rushton, Rosie Griffiths, Maria Giovanna Lizio, Emily Dawson, and Sheena Cruickshank. "A community-based public engagement with health experiment: Using English for speakers of other languages (ESOL) classes to empower immigrant communities with science." Research for All 2, no. 1 (2018): 131–42. http://dx.doi.org/10.18546/rfa.02.1.12.

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Our previous work with immigrant communities identified a lack of awareness of infections such as gut worm (helminth) infections in their countries of origin, and a lack of English language skills around medical and scientific terms. Furthermore, people from minority ethnic and linguistic backgrounds participate significantly less in public engagement with science practices or informal science learning activities. We suggest this may be due in part to their lack of language skills around scientific English. To start to address these issues of scientific language accessibility, we developed a b

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Harrison, Jamie, and Hong Shi. "English Language Learners in Higher Education: An Exploratory Conversation." Journal of International Students 6, no. 2 (2016): 415–30. http://dx.doi.org/10.32674/jis.v6i2.364.

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This article discusses an exploratory conversation between a newly hired assistant professor of ESOL Education and one of her graduate level students taking the methods and materials course. The graduate student was an English learner (international student), and therefore offered this new professor an opportunity to explore her practice of working with English learners in a new context outside of K-12 schools. The discussion followed theoretical protocols of cogenerative dialogue in which the student brought in artifacts from the recently completed course that exemplified easy and difficult a

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Prichard, Caleb, and Jana E. Moore. "Variables influencing teacher autonomy, administrative coordination, and collaboration." Journal of Educational Administration 54, no. 1 (2016): 58–74. http://dx.doi.org/10.1108/jea-09-2014-0113.

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Purpose – Schools often vary in how they balance teacher autonomy (TA) and administrative control, and research suggests that there may be several context-specific variables which may be influential. The purpose of this paper is to determine the influence of program variables on the level of TA, administrative coordination, and administration-staff collaboration in English as a second or other language (ESOL) programs. Design/methodology/approach – Administrators from 130 ESOL programs completed an empirical questionnaire aiming to understand the influence of variables on the level of TA, coor

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Wong, Shelly, Hye Young Shin, and Thuy Thi-Minh Tu. "Creating inclusive learning environments: Strategies from performance based assessments in a graduate linguistics course." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8zs3c.

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This poster discusses an action research project to improve performance based assessments for two assignments in a graduate linguistics for teachers course. EDCI 510 - Linguistics for Teachers is a required course for graduate students in the M. Ed program for Kindergarten to Grade 12 English to Speakers of Other Languages (ESOL ) for teacher licensure approved by the Virginia State Department of Education. In the course, there are two performance based assessment (PBA) assignments: a textbook analysis and a lesson plan. The paper describes the use of critical discourse analysis (CDA) and crit

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Frimberger, Katja, Ross White, and Lyn Ma. "‘If I didn’t know you what would you want me to see?’: Poetic mappings in neo-materialist research with young asylum seekers and refugees." Applied Linguistics Review 9, no. 2-3 (2018): 391–419. http://dx.doi.org/10.1515/applirev-2016-1061.

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AbstractThe following article puts to work an affirmative approach to critical theory through poetic mappings of the process of crafting identity boxes with ESOL students from refugee and asylum backgrounds in a Glasgow-based college in Scotland (UK). The article takes as its starting point the work of feminist and neo-materialist thinkers who argue for an ontological re-orientation of our practices of inquiry. This involves the questioning of positivist research orientations, which regard language as mere second-order representations of a primary reality. We argue that such representationalis

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Abdullah, Mohamad Yahya, Supyan Hussin, and Mohanaad Shakir. "The Effect of Peers’ and Teacher’s E-Feedback on Writing Anxiety Level Through CMC Applications." International Journal of Emerging Technologies in Learning (iJET) 13, no. 11 (2018): 196. http://dx.doi.org/10.3991/ijet.v13i11.8448.

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Abstract—Computer Supported Collaborative Learning (CSCL) promotes learners to be more confident and self-directed in addition to enhancing their knowledge and general information throughout the peers’ and teacher’s electronic feedback (E-feedback). This study was carried out with 28 Master EFL/ESL students who registered in the elective course of Computer Application in ESOL. To examine the influence of peers’ and teacher’s electronic feedback on ESL writing anxiety level as well as their writing performance, Second Language Writing Anxiety Inventory (SLWAI) and semi-structured Interviews wer

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Delaney, Thomas A., and Maiko Hata. "Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities." Latin American Journal of Content & Language Integrated Learning 13, no. 1 (2020): 79–91. http://dx.doi.org/10.5294/laclil.2020.13.1.5.

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Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect

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Pundziuvienė, Daiva, Jurgita Cvilikaitė-Mačiulskienė, Jūratė Matulionienė, and Smiltė Matulionytė. "The Role of Languages and Cultures in the Integration Process of Migrant and Local Communities." Sustainable Multilingualism 16, no. 1 (2020): 112–30. http://dx.doi.org/10.2478/sm-2020-0006.

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SummaryThere is no denying that fact that migration is a sensitive economic, political and social issue, which European institutions together with researchers and policy makers have been working on trying to create the cohesion between migrant and host communities. It has been widely recognized that attitudes towards migrants tend to be more positive when migrants have an opportunity to reveal their linguistic and cultural diversity to non-migrants. Researchers claim that local governments and municipalities “must be part of a framework of multi-level governance” for migrants’ integration (OEC

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Minniear, Jacob, and Jennifer Hornbaker. "Toward a More Perfect Union: Increasing Student Assistant Efficacy through an Online Training Program." Issues in Language Instruction 1, no. 1 (2012): 23–25. http://dx.doi.org/10.17161/ili.v1i1.6946.

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Using domestic student teaching assistants (SAs) in the ESOL classroom has been widely accepted as an effective tool for enhancing student learning. SAs have been shown to facilitate student participation in the classroom, foster students’ confidence in interacting with native speakers, and serve as a connection to the local culture (Lynch & Anderson, 2001). To capitalize on the benefits afforded by SAs, the AEC has, since 2007, integrated SAs into level one courses. However, research literature underscores that, to maximize SA efficacy, SAs must be purposefully trained for their roles (Gu

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Gizatulina, Diana, Farida Ismaeva, Marina Solnyshkina, Ekaterina Martynova, and Iskander Yarmakeev. "Fluctuations of text complexity: the case of Basic State Examination in English." SHS Web of Conferences 88 (2020): 02001. http://dx.doi.org/10.1051/shsconf/20208802001.

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Text complexity as a research problem is equally relevant in linguistics and education since its solution provides an algorithm to match readers of certain categories to texts. Numerous studies have been conducted to identify quantitative and qualitative parameters that affect text complexity in ESOL. However, text complexity range within one proficiency level remains a research niche. The current study is aimed at identifying the range of text complexity fluctuations within one proficiency level and their appropriateness for readers. We conduct a multi-factor analysis and contrast 66 English

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Khalandi, Chnour, and Rashideh Zoghi. "The Effect of NLP (Accelerated Learning) on Iranian EFL Learner’s Listening Comprehension." Theory and Practice in Language Studies 7, no. 11 (2017): 1139. http://dx.doi.org/10.17507/tpls.0711.25.

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the present study was an attempt to investigate the impact of Neuro-Linguistic Programming (NLP) strategies and specifically Accelerated Learning on Iranian EFL learner's listening comprehension and detailed listening. To fulfill the purpose of this study, a total number of 30 Iranian EFL learners studying as Cambridge ESOL KET students were selected through stratified sampling procedure. They were divided in two control and experimental groups with 10 and 20 learners in each group respectively. Each group took a VAK questionnaire, a pre –test and a treatment process of 12 sessions and a postt

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Zhang, Lawrence. "Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education." Australian Review of Applied Linguistics 39, no. 3 (2016): 203–32. http://dx.doi.org/10.1075/aral.39.3.01zha.

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The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/EFL writing and ESL/EFL writing-teacher education. It first addresses issues facing EFL writing and writing-teacher education that relate to the offering of English at various levels in China. It then moves on to elaborate on how western pedagogical practices have been implemente

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Kim, Loi Chek, Songyut Akkakoson, Mehmet Cem Odacıoğlu, Norazah Mohd Suki, and Henry Bating. "Malay ESL Students’ Difficulties in Using English Prepositions." International Journal of Languages, Literature and Linguistics 3, no. 3 (2017): 122–27. http://dx.doi.org/10.18178/ijlll.2017.3.3.121.

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Sapkota, Bhawana, Santosh K. Yadav, Gunaraj Dhungana, Shamshul Ansari та Shyam K. Mishra. "Intestinal Carriage of Extended-Spectrum β-Lactamase- (ESBL-) Possessing Escherichia coli and Klebsiella Species among Nepalese Health Science and Non-Health Science Students". Canadian Journal of Infectious Diseases and Medical Microbiology 2021 (9 квітня 2021): 1–7. http://dx.doi.org/10.1155/2021/4767429.

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Infections due to extended-spectrum β-lactamase- (ESBL-) producing Gram-negative bacteria have led to increased mortality, morbidity, and economic burden worldwide. These bacteria can colonize the healthy intestine of human beings and can disseminate in communities and hospital. This study aimed to investigate the prevalence of fecal carriage of ESBL-producing Escherichia coli and Klebsiella species among health science (HS) and non-health science (NHS) students. This descriptive cross-sectional study was conducted on 104 HS and 104 NHS students in which one stool sample from each student was

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Sumathi, P., and M. P. Vani. "Open Esql Micro Focus Net Express Embedded in COBOL." Advanced Materials Research 214 (February 2011): 633–36. http://dx.doi.org/10.4028/www.scientific.net/amr.214.633.

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Book issue and return tracking system is a database application. The main aim of this paper is to do all kind of transactions and to store the information of books and students and to retrieve all information and students should make use of all the books present in the library thereby various department students should get satisfaction. Here the code is generated making use of OpenESQL using Micro Focus Net Express 5.1 embedded in COBOL The Open ESQL is an interactive tool that makes it easy to Prototype SQL SELECT statements and test them against database Design SQL INSERT, UPDATE, and DELETE

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Royden, Alexandra, Emma Ormandy, Gina Pinchbeck та ін. "Prevalence of faecal carriage of extended-spectrum β-lactamase (ESBL)-producing Escherichia coli in veterinary hospital staff and students". Veterinary Record Open 6, № 1 (2019): e000307. http://dx.doi.org/10.1136/vetreco-2018-000307.

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Extended-spectrum β-lactamase (ESBL)-producing bacteria causing clinical infections are often also multidrug-resistant (MDR; resistance to ≥3 antimicrobial drug classes), therefore treatment options may be limited. High carriage rates of these potentially zoonotic bacteria have been found in livestock and companion animals. Therefore, people working in veterinary hospitals may be a high-risk population for carriage. This is the first study to determine the prevalence and longitudinal carriage of antimicrobial-resistant (AMR) and ESBL-producing faecal Escherichia coli in veterinary hospital sta

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