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Journal articles on the topic 'Foreign Literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Dwika Herdiawan, Rama. "Teaching a Second or Foreign Language Based on Literacy Notions." Wiralodra English Journal 1, no. 1 (2017): 1–6. http://dx.doi.org/10.31943/wej.v1i1.10.

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Nowadays, litearcy has become the most prominent issue which must be paid attention in terms of second or foreign language teaching. In addition, this can be a prospective paradigm for the purpose of building the innovative teaching and learning process as well as enhancing the studetns’ schemata in relation to reading and writing particularly. Therefore, this study is aimed to describe as well as prove whether the notions of literacy is appropriate or not for teaching second or foreign language, on the other hand, it also presents a number of relevant theories and also previous studies which

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2

Kramsch, Claire, and Thomas Nolden. "Redefining Literacy in a Foreign Language." Die Unterrichtspraxis / Teaching German 27, no. 1 (1994): 28. http://dx.doi.org/10.2307/3531473.

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3

Fitzgerald, Jill. "How literacy emerges: foreign language implications." Language Learning Journal 9, no. 1 (1994): 32–35. http://dx.doi.org/10.1080/09571739485200111.

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4

Johnston, Nicole, Helen Partridge, and Hilary Hughes. "Understanding the information literacy experiences of EFL (English as a foreign language) students." Reference Services Review 42, no. 4 (2014): 552–68. http://dx.doi.org/10.1108/rsr-05-2014-0015.

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Purpose – This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy? Design/methodology/approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four quali

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He, Peichang, and Angel M. Y. Lin. "Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”." Journal of Immersion and Content-Based Language Education 7, no. 2 (2019): 261–88. http://dx.doi.org/10.1075/jicb.18033.he.

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Abstract Drawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge.

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KERN, RICHARD, and JEAN MARIE SCHULTZ. "Beyond Orality: Investigating Literacy and the Literary in Second and Foreign Language Instruction." Modern Language Journal 89, no. 3 (2005): 381–92. http://dx.doi.org/10.1111/j.1540-4781.2005.00312.x.

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Lütge, Christiane, Thorsten Merse, Claudia Owczarek, and Michelle Stannard. "Crossovers: Digitalization and literature in foreign language education." Studies in Second Language Learning and Teaching 9, no. 3 (2019): 519–40. http://dx.doi.org/10.14746/ssllt.2019.9.3.5.

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Digitalization produces increasingly multimodal and interactive literary forms. A major challenge for foreign language education in adopting such forms lies in deconstructing discursive borders between literary education and digital education (romance of the book vs. euphoric media heavens), thereby crossing over into a perspective in which digital and literary education are intertwined. In engaging with digital literary texts, it is additionally important to consider how different competencies and literary/literacy practices interact and inform each other, including: (1) a receptive perspecti

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Da Lio, Elisa. "Digital and Multimodal Literacies in Foreign Language Learning: theories and application." Studia universitatis hereditati, znanstvena revija za raziskave in teorijo kulturne dediščine 8, no. 2 (2020): 65–79. http://dx.doi.org/10.26493/2350-5443.8(2)65-79.

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This article traces the evolution of the term literacy in the plurality of its branches, analysing its strong points as much as the critical aspects highlighted by research in the field of language education. The emphasis is placed on the relationship between literacy and language classrooms, where the promotion of plural, multimodal and digital literacies still seems difficult to achieve. This article calls attention to the comparison between the most recent case studies in the language education field and the specific learning objectives for literacy teaching and learning. It concludes by su

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Ivanchenko, Dmitry A. "On the issue of forming and evaluating personal digital literacy." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 3, 2020 (2020): 66–74. http://dx.doi.org/10.31862/2218-8711-2020-3-66-74.

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Various approaches of foreign and Russian researchers to the study of digital literacy are considered; the directions of digital literacy are highlighted, they include media literacy, information literacy, information security and digital skills; the basic principles of forming and evaluating digital literacy are defined.

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Büyükkarcı, Kağan. "Identifying The Areas For English Language Teacher Development: A Study Of Assessment literacy." Pegem Eğitim ve Öğretim Dergisi 6, no. 3 (2016): 333–46. http://dx.doi.org/10.14527/pegegog.2016.017.

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Assessing foreign language learning has been considered an indispensable part of language learning process for a long time, especially for the last two decades. Therefore, there is a growing need for language teachers to be more competent in the area of language testing. Keeping in mind that teacher assessment literacy is a key factor in the success of teaching, this study investigates assessment literacy levels of foreign language teachers, and also it seeks to find out whether year of experience and post-graduate education make any difference in language teachers' assessment literacy. Data w

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11

KAHN-HORWITZ, JANINA, RICHARD L. SPARKS, and ZAHAVA GOLDSTEIN. "English as a foreign language spelling development: A longitudinal study." Applied Psycholinguistics 33, no. 2 (2011): 343–63. http://dx.doi.org/10.1017/s0142716411000397.

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ABSTRACTEnglish as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explainin

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Dudchyk, Oksana, Iryna Matvijchuk, Mariia Kovinia, Tetiana Salnykova, and Iryna Tubolets. "Financial literacy in Ukraine: from micro to macro level." Investment Management and Financial Innovations 16, no. 4 (2019): 240–53. http://dx.doi.org/10.21511/imfi.16(4).2019.21.

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Low financial literacy of population hinders the financial market development, limits the possibilities of using the savings for investing and creating the additional capital in the country. At the state level it results in inflation, the budget deficit creation, a decrease in country’s gold and foreign exchange reserves, an increase in internal and external government debt. The article analyzes the approaches to understanding the concept of financial literacy, tools for its measuring and comparing at micro and macro levels, dynamics of savings and gold and foreign currency reserves, peculiari

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Maletova, M. I., and L. A. Novikova. "DIGITAL LITERACY OF UNIVERSITY STUDENTS: CHALLENGES AND OPPORTUNITIES." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 30, no. 2 (2020): 195–203. http://dx.doi.org/10.35634/2412-9550-2020-30-2-195-203.

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Transformations in modern society seriously affect the landscape of modern labour market that requires reviewing and developing clusters of competencies attributed to young professionals. With further advancement of information technologies and changes in society lifestyles, higher education institutions encounter new challenges to modernize their educational process. Interdisciplinarity, integration and synergy of modern science are seen as the reality of modern education. Digitalization and digital literacy are penetrating each area of education and social life. To meet these challenges lang

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Campelo Costa, Patrícia da Silva, and Eliseo Berni Reategui. "Foreign Language Literacy through Fanfiction Writing and Text Mining." Literacy Information and Computer Education Journal 2, no. 3 (2011): 456–61. http://dx.doi.org/10.20533/licej.2040.2589.2011.0063.

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15

Kim, Hyun-Kyung, Ju-Hui Jeong, and Hie-Jin Noh. "Oral health literacy among foreign residents in South Korea." Journal of Korean society of Dental Hygiene 16, no. 6 (2016): 879–91. http://dx.doi.org/10.13065/jksdh.2016.16.06.879.

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Larrotta, Clarena, and HeeJae Chung. "Foreign-born TESOL Instructors Assisting Adult Immigrant Learners to Develop Civic Literacy Skills: A Pen Pal Project." International Journal of Education and Literacy Studies 8, no. 2 (2020): 1. http://dx.doi.org/10.7575/aiac.ijels.v.8n.2p.1.

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This article discusses the contributions of foreign-born TESOL instructors helping adult language learners develop literacy skills through a pen pal project, which lasted 10 weeks and consisted of writing letters back and forth weekly. The project provided adult immigrant learners with an opportunity to practice meaningful writing to support their English literacy development. The research questions include how do foreign-born TESOL instructors support adult immigrant learners develop literacy through a pen pal project? and what components of the pen pal project promote the development of civi

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Hanauer, David I. "Meaningful literacy: Writing poetry in the language classroom." Language Teaching 45, no. 1 (2011): 105–15. http://dx.doi.org/10.1017/s0261444810000522.

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This paper develops the concept of meaningful literacy and offers a classroom methodology – poetry writing – that manifests this approach to ESL/EFL literacy instruction. The paper is divided into three sections. The first deals with the concept of meaningful literacy learning in second and foreign language pedagogy; the second summarizes empirical evidence that characterizes second language (L2) poetry writing; and the third describes the practical aspects of teaching poetry writing. This approach is presented as a way of humanizing the second and foreign language classroom by refocusing on t

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18

Austin, Theresa, and Mark Blum. "Collaborative action research: Building authentic literate practices into a foreign language program." Colombian Applied Linguistics Journal, no. 11 (April 4, 2011): 29. http://dx.doi.org/10.14483/22487085.152.

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Two university professors collaborate to carry out an action research project on literacy in a world language program. This article reports on their negotiations to define literacy, how they adapt the use of texts to the cultural backgrounds and interests of their learners and integrate native speakers in a community that builds various understanding of texts through discussion. Our collaborative process provides one example of how action research can systematically inform teaching and learning to build authentic literacy practices in a second or foreign language program.

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Byndas, Olena. "Specificity of the Concepts «Media Literacy», «Media Competence» and «Media Education» in the Foreign Language Teachers Training." Education and Pedagogical Sciences, no. 3 (175) (2020): 20–30. http://dx.doi.org/10.12958/2227-2747-2020-3(175)-20-30.

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The article summarizes information on the concepts «media education», «media literacy» and «media competence». The author emphasizes that foreign language teachers ought to be media literate, media competent, be able to use the means of media education, and teach students to create their own media space. Based on the analysis of scientific achievements of domestic and foreign researchers in the field of media education, the essential features of media literacy and media competence as important characteristics of the result of media education of pupils and students are revealed. It has been pro

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Khan, Mostafa Saidur Rahim, Naheed Rabbani, and Yoshihiko Kadoya. "Is Financial Literacy Associated with Investment in Financial Markets in the United States?" Sustainability 12, no. 18 (2020): 7370. http://dx.doi.org/10.3390/su12187370.

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Lack of investment in financial markets is one of the enduring puzzles in empirical finance. Although recent studies ascribe the lack of investment in stocks to financial literacy, the association between financial literacy and investment in financial markets remains inconclusive. We examine whether financial literacy is associated with investment in financial markets in the United States. We use investment in stocks, futures/options, investment trusts, corporate bonds, foreign currency deposits, and government bonds of foreign currency as a proxy for investment in financial markets. Using dat

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21

Gustine, Gin Gin. "A SURVEY ON CRITICAL LITERACY AS A PEDAGOGICAL APPROACH TO TEACHING ENGLISH IN INDONESIA." Indonesian Journal of Applied Linguistics 7, no. 3 (2018): 531. http://dx.doi.org/10.17509/ijal.v7i3.9798.

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In English-as-a-Foreign-Language (EFL) context, Foreign-Language (EFL) context,critical literacy as an alternative approach to teaching language and literature may be considered as something new, compared to its origin in some English-speaking countries such as Australia or the USA. Teachers wishing to adopt critical literacy stance in their class are often left with little knowledge or experience on what critical literacy is and how to develop this approach in their class. This article discusses the result of a survey involving twenty one English teachers in a teacher education university in

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Comber, Barbara. "Community-Based Approaches to Foreign Language Education." Colombian Applied Linguistics Journal 20, no. 2 (2018): 151–53. http://dx.doi.org/10.14483/22487085.13839.

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Learning how to recognise and make student and community assets the subject of curriculum is at the core of teachers’ designs and enactments of critical and inclusive pedagogies. However, this era of globalisation and standardisation, where education is increasingly seen as a commodity that underscores economic competitiveness, has made space for local knowledge production, hard to find. Knowing how to incorporate community problems in school-based student-led inquiries, whilst meeting authorised learning outcomes, is also challenging. At the same time there are particular pressures on languag

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23

Dagarin Fojkar, Mateja. "Literacy development in course books for teaching English in the second cycle of Slovenian primary school." Linguistica 54, no. 1 (2014): 153–66. http://dx.doi.org/10.4312/linguistica.54.1.153-166.

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In recent years, there has been an increased focus on the teaching of reading to children, and the development of their literacy skills in their mother tongue and foreign languages.The theoretical part of the article introduces literacy, and its role within the Common European Framework of Reference for Languages. Literacy is part of the linguistic competences (particularly phonological, orthographic and orthoepic competences) that need to be acquired for successful communication. Unlike Slovene, English is a language with deep orthography, therefore, the development of literacy skills in Engl

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Mohapatra, Malavika, and Swayamprabha Satpathy. "Incorporating Oral Reading Fluency into the Foreign Language Literacy Framework." Research Journal of Humanities and Social Sciences 8, no. 3 (2017): 316. http://dx.doi.org/10.5958/2321-5828.2017.00047.x.

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25

Cho, Yong-Wan, and Soo-Sang Lee. "Current Status of Information Literacy of Foreign Students in Korea." Journal of the Korean Society for Library and Information Science 44, no. 1 (2010): 75–99. http://dx.doi.org/10.4275/kslis.2010.44.1.075.

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Tchudinova, Vera Р. "Increase of Public Readership, Media and Information Literacy (Foreign Experience)." Bibliotekovedenie [Library and Information Science (Russia)], no. 4 (August 21, 2013): 87–92. http://dx.doi.org/10.25281/0869-608x-2013-0-4-87-92.

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The article deals with one of the priority directions of the library and information activity - the development of children and adult library users’ Reading and Media and Information Literacy in foreign countries. There are described the approaches and objectives in the perspective of the development of level of education and culture of library users.

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27

Köse, Gül Durmuşoğlu, İlknur Yüksel, Yusuf Öztürk, and Musa Tömen. "Turkish Academics’ Foreign Language Academic Literacy: A Needs Analysis Study." International Journal of Instruction 12, no. 1 (2019): 717–36. http://dx.doi.org/10.29333/iji.2019.12146a.

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28

NEDDAR, BEL A. "OFFICIAL PEDAGOGY, FOREIGN LANGUAGE TEACHING AND LITERACY: A FUNCTIONALIST PERSPECTIVE." International Journal for 21st Century Education 3, Special (2016): 131. http://dx.doi.org/10.21071/ij21ce.v3ispecial.5712.

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The theoretical framework that informs this paper is systemic functional linguistics (Halliday, 1994, Mathiessen, 1995 and Halliday and Mathiessen, 2004). This paper is not meant to be a guide for foreign language teachers on how to teach with a list of prescriptive tips to be adequately followed, but meant to highlight the importance of language teaching as a social functional activity. It stresses the need for a particular type of literacy that helps learners reflect on the ideational content of the educational input, questions beliefs and settled practices of their societies, and dwells on

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ChangWonKIM. "Cultural Literacy Test in Korean Education as a Foreign Language." Journal of Korean Language Education 18, no. 2 (2007): 81–114. http://dx.doi.org/10.18209/iakle.2007.18.2.81.

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30

Avvakumova, E. A. "FORMING FUNCTIONAL LITERACY WHEN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 43 (2020): 25–28. http://dx.doi.org/10.37386/2413-4481-2020-2-25-28.

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Jeon, Hyeounggil. "Study on the Digital Literacy Experience of Foreign Undergraduate Students." Korean Journal of Literacy Research 11, no. 4 (2020): 33–66. http://dx.doi.org/10.37736/kjlr.2020.08.11.4.02.

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32

Kramsch, Claire J. "Socialization and literacy in a foreign language: Learning through interaction." Theory Into Practice 26, no. 4 (1987): 243–50. http://dx.doi.org/10.1080/00405848709543282.

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33

Machová, Pavla, and Olga Vraštilová. "Reading Literacy of Foreign Language Students Commencing Their Tertiary Studies." e-Pedagogium 18, no. 2 (2018): 52–63. http://dx.doi.org/10.5507/epd.2018.019.

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Kuttenberg, Eva. "Teaching Foreign Cultural Literacy with Margarethe von Trotta's "Das Versprechen"." Die Unterrichtspraxis / Teaching German 36, no. 2 (2003): 135. http://dx.doi.org/10.2307/3531087.

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35

Uzan, M. Furkan, and Fatih Kana. "Yabancı Dil Olarak Türkçe Öğrenenlerin Duygusal Algı Becerilerinin Değerlendirilmesi / Assessment of Emotional Literacy Levels of Students Learning Turkish as a Foreign Language." Journal of History Culture and Art Research 7, no. 1 (2018): 609. http://dx.doi.org/10.7596/taksad.v7i1.1430.

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<p><strong>Abstract</strong></p><p>The aim of this research is to determine the level of emotional literacy skills of learners who learn Turkish as a foreign language and to examine them according to various variables. For this purpose, emotional literacy general and subscale skills levels of the students learning Turkish as a foreign language have been determined. It was investigated whether the emotional literacy skills of the students who learned Turkish as a foreign language showed a statistically significant difference according to the variables of sex, natio

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Ageenko, N. V., S. G. Menshenina, V. V. Dobrova, and P. G. Labzina. "Practical Aspects of Academic Literacy Development in Higher Education Institutions." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (2021): 117–27. http://dx.doi.org/10.31992/0869-3617-2021-30-7-117-127.

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Global tendencies in all scientific spheres require developed academic literacy of the researcher for effective international communication. Foreign language communication in a professional academic environment implies proficiency in the language of academic discourse. For academic discourse, as a component of academic literacy, development of academic writing skills is crucial. Higher educational institutions realize the necessity to design academic writing courses, and determine their place in the curriculum. Following the challenges of the time and academic community demands, SSTU English L

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Neiva Montaño, Heydi Karen. "Developing Oral Interaction Skills in Foreign Language Learners through Media Literacy." Colombian Applied Linguistics Journal 23, no. 1 (2021): 3–16. http://dx.doi.org/10.14483/22487085.13373.

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Few studies in Colombia have incorporated media literacy in TEFL (Teaching English as a Foreign Language) environments. This paper presents the results of a research conducted in an upper-intermediate course in the Language Institute of the District University (ILUD) in Bogotá. A media literacy model was adapted to create weekly radio workshops in an eight-week pedagogical intervention. During the research study, data were collected from the participants' weekly interactions, discussions, reflections, as well as from semi-structured interviews and field notes taken from my observations as a pa

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Klitgård, Ida. "Calling for translation literacy." Translation and Translanguaging in Multilingual Contexts 4, no. 2 (2018): 306–23. http://dx.doi.org/10.1075/ttmc.00014.kli.

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Abstract When Danish university students write essays, project reports or theses in their L1, based on a reading of sources in English as an L2, a covert interlingual translation process takes place when summarizing, paraphrasing or synthesizing the sources. Unfortunately, due to poor L2 reading skills as well as general translation competences, the English source texts risk being mistranslated in such a way that they are misrepresented. Thus, I suggest that we address the need for translation literacy, this being viewed as an academic skill, a language awareness learning process and a discour

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DUFVA, MIA, and MARINUS J. M. VOETEN. "Native language literacy and phonological memory as prerequisites for learning English as a foreign language." Applied Psycholinguistics 20, no. 3 (1999): 329–48. http://dx.doi.org/10.1017/s014271649900301x.

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The aim of this study was to examine, with a longitudinal study design, the effects of phonological memory and native language (NL) literacy acquisition on learning English as a foreign language (FL). The subjects were 160 Finnish school children, who were 7-year-old first graders at the beginning of the study. Measures in the first grade were NL word recognition and listening comprehension; in the second grade, word recognition, reading comprehension, and phonological memory; and in the third grade, FL skills. The main result from the structural equation modeling was that both NL literacy and

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Suhardiana, I. Putu Andre, and Ni Luh Gede Windy Lestari. "Enhancing Students’ Literacy Skills through the use of English Storybooks." Yavana Bhasha : Journal of English Language Education 1, no. 1 (2020): 80. http://dx.doi.org/10.25078/yb.v1i1.1380.

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<p>Basically, education holds a huge influence on the outcome of the students in the process of learning. One obstacle in education today is concerning students’ literacy skill. Most of them possess a low interest in literacy. The strategy that can be adopted to enhance students’ literacy is through the use of storybooks. Numerous storybooks and various activities are provided in order to solve this difficulty, particularly in English education as a foreign language. The storybook can simplify the understanding of the foreign language. The stories are educational materials that provide e

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Mohamed Mokhtar, Mohd Ieruwan. "Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective." International Journal of Education and Literacy Studies 8, no. 4 (2020): 33. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.33.

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Speaking in a foreign language classroom can be extremely anxiety-provoking for some students. There are many studies on foreign language anxiety (FLA). The studies show that anxiety influences achievement and performance in speaking. However, most of the previous studies have investigated FLA in English-speaking contexts. Hence, this study aims to investigate speaking anxiety among Arabic Language learners in secondary schools from the Federal Territory of Kuala Lumpur, Malaysia. The students (n=40) were selected following the random sampling method. The established questionnaire of Foreign L

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Махотин and Dmitriy Makhotin. "Technological Literacy of Students As a Result of General Education." Profession-Oriented School 3, no. 2 (2015): 8–15. http://dx.doi.org/10.12737/10978.

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With introduction and implementation of competency approach in education researchers have been giving insufficient attention to other categories of evaluation of education, «literacy» in particular. The author in the article analyzes the domestic and foreign research on this issue and offers a new understanding of literacy — technological literacy, which corresponds to the results of general education in accordance with the requirements of the modern post-industrial society.

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Lanseros Sánchez, Raquel. "Aprovechamiento didáctico de los recursos literarios bilingües: Lectura original y traducida de la poesía de Lewis Carroll." Investigaciones Sobre Lectura, no. 5 (January 31, 2016): 7–18. http://dx.doi.org/10.37132/isl.v0i5.105.

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This paper seeks to enhance the promotion of reading from the area of English as a foreign language, as well as to raise awareness of the cultural richness of literature written in the English language. It aims to delve into the classroom applicability of English literary works translated into Spanish and their didactic exploitation. In order to do this, we will exemplify with the poetry of Lewis Carroll and its translation into Spanish. The objectives are to expand the vocabulary of the students of English as a foreign language, to approach poetry in the English classroom through various mean

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Lanseros Sánchez, Raquel. "Aprovechamiento didáctico de los recursos literarios bilingües: Lectura original y traducida de la poesía de Lewis Carroll." Investigaciones Sobre Lectura, no. 5 (January 31, 2016): 7–18. http://dx.doi.org/10.24310/revistaisl.vi5.11086.

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This paper seeks to enhance the promotion of reading from the area of English as a foreign language, as well as to raise awareness of the cultural richness of literature written in the English language. It aims to delve into the classroom applicability of English literary works translated into Spanish and their didactic exploitation. In order to do this, we will exemplify with the poetry of Lewis Carroll and its translation into Spanish. The objectives are to expand the vocabulary of the students of English as a foreign language, to approach poetry in the English classroom through various mean

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45

Hyunsil Lee and HwangDongryul. "A Case Study of the Information Literacy Course for Foreign Students." Journal of Korean Library and Information Science Society 38, no. 4 (2007): 145–65. http://dx.doi.org/10.16981/kliss.38.4.200712.145.

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46

Fukunaga, Natsuki. "“Those Anime Students”: Foreign Language Literacy Development Through Japanese Popular Culture." Journal of Adolescent & Adult Literacy 50, no. 3 (2006): 206–22. http://dx.doi.org/10.1598/jaal.50.3.5.

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47

Min, Jung-Ho. "Instructional Design for Improvement of Critical Literacy of Foreign Undergraduate Students." Journal of Dong-ak Language and Literature 81 (June 30, 2020): 105–33. http://dx.doi.org/10.25150/dongak.2020..81.004.

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Bojović, Milevica. "Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering." ESP Today 5, no. 2 (2017): 222–43. http://dx.doi.org/10.18485/esptoday.2017.5.2.5.

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Young, Richard. "Cultural Literacy, Cultural Practices, Cultural Studies, and the Curriculum in Foreign." Nuevo Texto Crítico 13, no. 25-28 (2000): 255–66. http://dx.doi.org/10.1353/ntc.2000.0012.

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Barcellos, Patrícia Da Silva Campelo Costa, Eliseo Berni Reategui, Eunice Polonia, and Rebecca Black. "DIGITAL LITERACY IN FOREIGN LANGUAGE THROUGH TEXT MINING AND FANFICTION WRITING." Revista X 15, no. 3 (2020): 101. http://dx.doi.org/10.5380/rvx.v15i3.69479.

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